
GassJ J / <^ 



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Oniiersity o! the State ol New York Bulletm 

Entered as second-class matter August 2, 1913, at the Post Office at Albany, N. Y., 
under the act of August 34, 1913 

Published fortnightly 



No. 689 ALBANY, N.Y. July i, 1919 



SYLLABUS IN HISTORY 



A three-year course in world history 
A two-year course in world history 



^eliminary Edition 
See Foreword, page lo 



Hpzr-Fi 9-2000 



ALBANY 

THE UNIVERSITY OP THE STATE OF NEW YORK 

1919 






THE UNIVERSITY OF THE STATE OF NEW YORK "Tx . . 

Regents of the University "^'^ 

With years when terms expire "^ 

(Revised to September i, 1919) . • 

1926 Pliny T. Sexton LL.B. LL.D. Chancellor - - Palmyra'^ ^ "^ 

1927 Albert Vander Veer M.D. M.A. Ph.D. LL.D. "' " 

Vice Chancellor Albany 

1922 Chester S. Lord M.A. LL.D. Brooklyn 

1930 William Nottingham M.A. Ph.D. LL.D. - - Syracuse 

1923 Abram L Elkus LL.B. LL.D. D.C.L. - - - New York 

1924 Adelbert Moot LL.D. -- Buffalo 

1925 Charles B. Alexander M.A. LL.B. LL.D. 

Litt.D. Tuxedo 

1928 Walter Guest Kellogg B.A. LL.D. - - - Ogdensburg 
1920 James Byrne B.A. LL.B. LL.D. New York 

1929 Herbert L. Bridgman M.A. Brooklyn 

1 93 1 Thomas J. Mangan M.A. ------- Binghamton 

President of the University and Commissioner of Education 

John H. Finley M.A. LL.D. L.H.D. 

Deputy Commissioner and Coimsel ' 

Frank B. Gilbert B.A. 

Assistant Commissioner and Director of Professional Education 

Augustus S. Downing M.A. L.H.D. LL.D. 

Assistant Commissioner for Secondary Education 

Charles F. Wheelock B.S. LL.D. 

Acting Assistant Commissioner for Elementary Education 

George M. Wiley M.A. 

Director of State Library 

James I. Wyer, Jr, M.L.S. Pd.D. 

Director of Science and State Museum 

John M. Clarke D.Sc. LL.D. 

Chiefs and Directors of Divisions 

Administration, Hiram C. Case 

Agricultural and Industrial Education, Lewis A. Wilson 

Archives and Llistory, James Sullivan M.A. Ph.D. 

Attendance, James D. Sullivan 

Educational Extension, William R. Watson B.S. 

Examinations and Inspections, George M. Wiley M.A. 

Law, Frank B. Gilbert B.A., Counsel 

Library School, Frank K. Walter M.A. M.L.S. 

School Buildings and Grounds, Frank H. Wood M.A. 

School Libraries, Sherman Williams Pd.D. 

Visual Instruction, Alfred W. Abrams Ph.B. 



OniYersity ol the State ol New York Bulletin 

Entered as second-class matter August 2, 1913. at the Post OflELce at Albany, N. 7., 
under the act of August 24, 19 12 

Published fortnightly 

No. 689 ALBANY, N. Y. July 1,1919' 






'^\ !f SYLLABUS IN HISTORY 

^X'^ FOREWORD 



In presenting for consideration and criticism a complete revision 
of the syllabus of 1910 in the field of history, the committee in 
charge of this revision deems it desirable to summarize briefly (i) 
the general evolution of the teaching of history as directed by 
courses of study and (2) the special development of the various 
syllabuses issued in this field by The University of the State of 
New York for the guidance of the secondary schools of the State. 

I From the introduction of history into the school curriculum 
about three hundred years ago, down to the opening of the present 
century, history has been used to advance the particular purposes of 
its teachers or writers. It was history always in the service of 
some immediate and more or less pressing need. It was therefore 
rarely in any strict sense historical. Compilers of material admitted 
whatever seemed useful in the light of the service proposed. They 
sinned courageously and consciously against fact. They intro- 
duced without hesitation doubtful anecdote and downright fable. 
They paraded national bias unblushingly. They violated the most 
elementary sense of historical proportion, in that they took such 
liberties with characters and events as seemed essential to make 
historv' useful for the purposes for which they wished it used. In 
the light of recent experience it is evident that Germany's historical 
writers have surpassed all others in distorting recorded facts for 
an end regarded as patriotic. 

In the arrangement of programs, however, continental European 
countries recognized as early as the seventeenth century the desir- 
ability of continuity. The materials were carefully graded. There 
was definite connection, and the whole made a continuous story. 

In American schools the best textbooks prepared within the last 
twenty years for the upper grammar grades and for the high 
school have recognized accuracy as one of the essentials of history. 
In this respect our record compares favorably even with the record 
of France. 

I3] 



4 THE UNIVERSITY OF THE STATE OF NEW YORK 

In the arrangement of programs we have consistently remained 
behind the practice of continental Europe. From about 1815, when 
school instruction in history first began to assume perceptible pro- 
portions, down to about 1890, the prevalent idea was to provide 
subjects in histor}-, rather than to organize courses in history. The 
Madison conference, a sub-committee of the Committee of Ten of 
the National Educational Association, in 1892 recommended a 
course somewhat on the order of courses then current in Europe, 
but this plan was not generally adopted. The Committee of Ten 
left history a collection of subjects, and later committees, such as 
the Committees of Seven and Five of the American Historical 
Association, have made relatively slight progress in the application 
of the course idea. A few years ago the American Historical Asso- 
ciation appointed a committee to consider a proper selection of 
topics in history for the schools of this country, but this commit- 
tee has made no report of its findings. 

2 We are, however, now chiefly interested in the story of 
syllabus-making in the State of New York and the extent to which 
we have either guided, or been influenced by the general develop- 
ment in the field of history. In 1880 the Regents of the University 
of the State of New York prepared brief syllabuses of history, 
civics and economics for secondary schools. The fields of history 
outlined were four: United States, English, Greek and Roman. 
The syllabuses for the four fields of history and the two allied sub- 
jects of civics and economics covered only four octavo pages. His- 
tory, however, was a popular subject and the idea that the second- 
ary school should teach something of everything and not much of 
anything was even more prevalent from 1880 to 1890 than at the 
present day. In consequence, each revision of the syllabus added 
to the fields of history, while the syllabus for each field grew more 
detailed as written examinations became more exacting. From 
1896 to 1901, in addition to civics and economics, ten different fields 
of history were outlined in the academic syllabus. Each school 
chose as many or as few fields for study as the personal predilection 
of some school official dictated. 

Educational values and equivalents, so far as history was con- 
cerned, received little consideration. Progressive courses in his- 
tory were not generally maintained. The advanced course in 
American history recommended for the fourth year of the high 
school was frequently studied by pupils of the first year. There 
was also no account seemingly taken of the United States histoiy 

n. Of D, 
ua 3 1919 



SYLLABUS IN HISTORY 



taught in the elementary schools. Elementary United States his- 
tory, indeed, was almost uniformly taught in the first academic 
year because public opinion rightly demanded that every child so 
far as possible should know somewhat of the history of his native 
land; otherwise there was little uniformity of procedure and 
indeed no general consensus of opinion to serve as a guide in plan- 
ning histoiy courses. Time allotments in high school programs 
were entirely inadequate. In no school was any field of history 
accorded a year of study and to some important fields were allotted 
ten weeks or less. In spite of this confused situation, histor}' of 
some sort was studied by a larger number of high school pupils 
than any other subject except English. 

The Academic Principals Association became keenly alive to the 
unsatisfactory conditions then existing and through its syllabus 
committee made an earnest effort to determine what fields of his- 
tory were receiving most attention, what fields were educationally 
of most value and what order of presentation would be most desir- 
a|Dle. In accordance with the recommendations of this organiza- 
tion, the fields of history and social science were reduced to eight 
in the svllabus of 1900 and one-half of a year was allotted to each 
field. 

In 1904 the New England History Teachers Association com- 
pleted the preparation of a " Histoiy Syllabus for Secondary 
Schools," outlining the four-year course in history recommended 
in 1899 by the Committee of Seven of the American Historical 
Association ; and in a spirit of cooperation that syllabus with certain 
important modifications and additions was adopted by the Stale 
Education Department of New York as the history syllabus for 
1905. In this scheme four fields of history were recommended for 
the four high school years ; those were ancient history, medieval 
and modern history, European histoiy, and history of Great 
Britain and Ireland, each for either three or five periods a w^ek 
for one year, and American histoiy with civics for five periods a 
week for one year. This syllabus proved most stimulating and 
helpfur to teachers, and thousands of copies were purchased by 
pupils or were placed in their hands by school authorities. 

It soon became apparent, however, as might have been foreseen 
from a comprehensive study of secondary school ctirriculums, that 
few high schools could operate a four-year course in histor}'. The 
stronger schools usually ofifered a three-year course as a maximum, 
with the provision that pupils preparing for college should be 
required to study history only one year. The number who follo\Yed 



O THE UNIVERSITY OF THE STATE OF NEW YORK 

the course outlined for European history soon became negligible 
and this subject was dropped from the syllabus of 1910. In its 
place the framers of that syllabus wisely offered a two-year course 
in modern history as an alternative for ancient history and history 
of Great Britain and Ireland, and endeavored to organize this new 
course so that it would serve as an introduction to the course in 
American history intended for fourth year pupils. 

This scheme was a radical experiment. No textbooks in harmony 
with the proposed plan were provided, and comparatively few teach- 
ers felt competent to teach the courses in modern history without 
textbooks. To meet this situation the courses in ancient history 
and in the history of Great Britain and Ireland were retained. 

The result of this compromise has been twofold. In New York 
City quite generally, in a few high schools in the larger cities, and 
in an occasional village high school the new courses in modern 
history have been used with increasing satisfaction, while the great 
majority of schools of the State, outside of New York City, have 
continued to offer ancient history and history of Great Britain and 
Ireland. 

The defects of this arrangement have been obvious. Pupils have 
generally taken ancient history (occasionally it has been English 
history) and those who have persisted in high school until the 
fourth year have also usually taken American history. In this way 
they have studied subjects in history rather than history as a unified 
subject, and have finished their secondary education with practi- 
cally no knowledge of the historic development of the modem 
world. It has needed the shock of the present war to awaken 
teachers to the vital necessity of teaching zvorld history, especially 
with reference to the long struggle hetzveen autocracy and 
democracy. 

In view of the special experience of New York State and the 
general trend of thought, it seems therefore that we should now 
emphasize in a somewhat different way our regard for historic fact 
and attempt a course in history with the world as its subject. We 
ought to look upon history as an attempt to represent accurately, 
and to explain adequately, the development of humanity. 

In order to do this, a unified course in the field of history is pro- 
posed which shall be required of all secondary pupils in this State, 
either for a maximum of three years' or for a minimum of two 
years' study. This scheme, it is felt, will be of greater value to our 
pupils than the more narrow and intensive courses in ancient and in 



SYLLABUS IN HISTORY 7 

English history. It will provide not only the European background 
of American histor}'^ and the story of the expansion of Europe, but 
it will properly coordinate the history of England and our own 
country with that of the rest of the world. 

There are several principles upon which this course is organ- 
ized. In the first place, our facts must be historical and must be 
recognized as historical. We must deal with the history that actu- 
ally happened, and not with the history that might have happened, 
nor even with the history that ought to have happened. Our text- 
books for the high school have already accepted this principle in 
part. They treat of history that actually happened. They give us 
facts. They do not, however, uniformly give us an impression of 
what it is that gives a fact historical value. Statements of widely 
different degrees of probability, mei-e personal opinion, and pure 
speculation are mingled in one body of assured information, and 
the pupil is likely to reduce this information to one long level of 
certainty, and to look upon a fact in history as any statement 
printed in a history book. It is hoped that, through the use of this 
syllabus, both teachers and pupils will gain some sense of discrimi- 
nation and will be able to classify the statement in books according 
to kind and according to degrees of probability. This imphes some 
examination of the evidence behind facts, and some illustrations of 
the process by which facts are established and grouped for his- 
torical puiposes. 

In the second place facts must be selected and arranged from the 
standpoint of the idea of development. What is to be explained 
is, frankly, the past. Our purpose in explaining the past is to enable 
us to use it in explaining the present, but, if the past itself is not 
explained, it is difficult to see how the past can be of much service 
in explaining the present. We must strive to find facts that are 
important primarily because they illustrate and explain development. 
Development implies changes, and the idea of change in the world 
can be grasped only through a perception of differences. We must, 
therefore, emphasize differences as v/ell as likenesses between the 
past and the present. Here again, the best of our textbooks have 
already applied a part of the principle. They have traced for us 
the development of the ancient world, the development of medieval 
and modern Europe, the development of England, the development 
of the United States. They have not, to the same extent, nor in the 
same spirit, traced for us the development of humanity. They have 
not emphasized differences between peoples and institutions with 
sufficient fullness to bring home the idea of change in the world. 



8 THE UNIVERSITY OF THE STATE OF NEW YORK 

In the third place, development implies continuity, and con- 
tinuity implies unity. History as the development of humanity is 
not prehistoric, then ancient, then medieval, then modern. It is not 
Oriental, Greek, Roman, European, English or American. It is 
history, one and indivisible, one continuous, continuing process. 
This principle of continuity is the chief difficulty which has con- 
fronted all syllabus-makers. We have in the past not been organ- 
izing courses in history. We have merely been talking and think- 
ing about subjects in history. The experience of France shows 
that continuity is attainable, and the proposed syllabus that is pre- 
sented for consideration is an effort to solve the problem in this 
direction. 

In this connection, it is interesting to note that a committee of 
the American Historical Association, in conjunction with com- 
mittees of history teachers throughout the countr}-, undertook about 
five years ago the business of making syllabuses for the various 
fields of history. The state committee had hoped to work in 
cooperation with this committee, but the demands on the time of 
the leaders of this movement caused by their entrance into the 
various activities created by the world war has evidently checked 
for the present any action toward the completion of a unified syl- 
labus under the auspices of the American Historical Association. 
The state committee therefore presents its findings independently 
of that organization but in harmony, we believe, with its ideals. 

In summarizing the work of the committee, we desire to state 
again the principles which have guided it. These are ( i ) the 
principle of continuity, whereby, through a general survey of the 
contributions of ancient and medieval civilizations to the modern 
world and a somewhat fuller study of world history during the 
past century than has generally been undertaken, the pupil shall 
be led to an intensive study of the development of American insti- 
tutions and American ideals; (2) the principle that, in the applica- 
tion of this continuous course, emphasis shall be placed upon devel- 
opment through tracing differences as well as through stressing like- 
nesses between other ages and our own; and (3) that provision 
should be made throughout the course for the cultivation of a his- 
toric sense through the study of materials in order to lead pupils 
to form independent judgments in sifting what they read or hear. 

In the operation of the syllabus of 1910 in use at present it is 
felt that the principle of continuity does not obtain. The average 
pupil studies only one, or at best only two of the subjects offered 



SYLLABUS IN HISTORY 9 

and does not gain thereby any clear impression of world history. 
As opposed to this "block" system, this syllabus offers a continuous 
course in the development of world civilization which shall be 
required of all pupils. It has certain progressive features which 
represent a distinct advance over any syllabus so far organized for 
the teaching of history in this country. It offers ( i ) a course of 
history instead of subjects or fields in history, (2) the world point 
of view instead of periods or groups, (3) the pedagogical advan- 
tage of topical study, (4) the value of emphasizing continuity, dif- 
ferentiation and unity, and (5) the innovation of major and minor 
sequences. 

With this topical arrangement, which is more specially developed 
in the second and third years of the course, an exceptional oppor- 
tunity is given to show the development of institutional life; at the 
same time the causal forces in history which are so necessary foi* 
a clear interpretation of the subject are adequatel}- stressed. 

Much of the recent history covered in courses B and C may be 
regarded in the nature of current events, and the teacher should 
emphasize the fact that many of the judgments now formed will be 
subject to alteration and change because of new facts which may 
come to light. The study of the contemporaneous in histor)% 
however, should not be neglected merely because of such a con- 
tingency. 

It is specially desirable that course C in American history and 
institutions, with its emphasis on social and economic problems — 
the problems and responsibilities of democracy — shall be required 
of all secondary pupils as a prerequisite for graduation. 

The syllabus which is presented herewith and the time allot- 
ments under which it is to be operated are given on pages 20-21. 

Inasmuch as these sequences are to be given for five periods a 
week throughout the school year, pupils should have a larger oppor- 
tunity to do library work on reference subjects under the teacher's 
personal guidance. At least one of these periods each week may 
profitably be used in this manner. 

It may be noted in conclusion, that the syllabus as here presented 
represents two general types of syllabuses. For the first year of 
the course it is of the " precis " type, a brief summary of the 
essential facts, while for the second and third years of the course 
it is a " manual " somev^hat complete for the fields it covers. It 
is felt that this will be especially helpful for inexperienced teachers 
as a guide in the selection of the material they are to use. 



lO THE UNIVERSITY OF THE STATE OF NEW YORK 

The first impression of the syllabus as a whole will doubtless be 
that it is too detailed. However, there is a distinct pedagogical 
advantage in having an inclusive syllabus in courses B and C 
because these courses are developed topically. This arrangement 
should be specially helpful, since it provides the teachers with a 
full outHne from which they may make selection of material. The 
thoroughly well-equipped teacher does not need such an outline, 
but the average teacher, who is not trained in the organization and 
selection of material, will be greatly benefited by the completeness 
of the proposed syllabus. 

As a guide for the selection of this material, the syllabus is 
printed in two kinds of type. The portion set in italics is intended 
to be the backbone of the course. This constitutes the minimum 
essentials which the pupils are supposed to know. From the rest 
of the material the teacher is at liberty to select whatever is deemed 
necessary to illustrate the topic or to develop intensively any field 
of special interest. 

The objection may be made that there are few textbooks exactly 
covering the courses here laid down. This statement was often 
made when the new courses in modern history i and 2 were offered 
in the syllabus of 1910, but experience at that time showed that the 
fear so expressed were groundless. Moreover, such objections 
do not seem well founded in view of the number of admirable books 
now available in the field of secondary school history. However, 
if the makers of a new and progressive syllabus were to await the 
publication of texts before issuing the syllabus, neither the text nor 
the syllabus would ever appear and a course of study would always 
remain static. The statement of such a self-evident fact may seem 
superflous, but in view of the frequent indictments of syllabuses 
expressed in the words, " there are no texts," it is a necessary 
statement to make. In abandoning old and in taking up new 
sylabuses there is always a period of transition, during which nec- 
essary adaptions are to be made until new texts appear. 

The syllabus is issued in its present tentative form in order that 
it may be used in the schools which desire to do so, as a laboratory 
experiment. The experience gained as a result of this use will 
doubtless indicate respects in which modification or organization of 
the outline may seem desirable. The teachers of the State will have 
the present school year in which to consider this syllabus and to 
offer constructive criticisms. 

The syllabus of 1910 is still in force and examinations in January 
1920 and in June 1920 will be based upon that syllabus. In June 



SYLLABUS IN HISTORY II 

1920, however, examinations based upon this tentative syllabus will 
be offered to the schools which have elected to follow the outlines 
herewith presented. Superintendents and principals are therefore 
free to use in their history courses during the present school year 
either the syllabus of 1910 or this tentative syllabus. 

WORLD HISTORY, COURSE A 

The Rise and Grozuth of Civilization 

The course termed modern history part i in the syllabus of 1910 
has probably received the least general acceptance of any part of 
that outline. This is natural, in view of the breadth of its field and 
the variety of topics v/ithin it. The plan laid down was complete, 
certainly as full as could well be carried by young pupils, yet pre- 
senting no insuperable difhculties to any teacher who had read and 
accepted the reminder in the foreword of the syllabus : " It may 
assist some to point out that the syllabus in each field contains three 
lines of analysis ; that the general surveys contain two of these 
Hnes; that every student should be thoroughly familiar with the 
general surveys including even the dates ; that every student in the 
class should be able to show some fair understanding of each topic 
in the second analysis and should be able to relate it both to pre- 
ceding and subsequent topics. Within the broad horizon thus indi- 
cated, teachers ought to find and to use a large freedom." In spite 
of this injunction, many teachers, finding the new course an abrupt 
transition from ancient and English history, and unwilling to cut 
down the content of these long-established subjects, either neglected 
other parts of the syllabus or overcrowded it by giving too much 
time to these fields. Furtheniiore, the inclusion in the modem 
history courses of the development of the English and French col- 
onies in America puzzled many ; it had not generally been taught 
in detail as a part of the scheme of world history with which it has 
such evident associations. The situation was met in various ways ; 
the alternatives were to teach colonial history as it is usually taught, 
as an introduction to the national period of American history, to 
try, with considerable difficulty in the absence of any available 
guides on the subject, to organize the development of the new 
world with the life of the old, or to omit this field except for the 
introductory topics and the story of the American Revolution. It 
would seem hardly possible to reconcile these conflicting views ; the 
outline here presented, however, is offered in the hope that it will 
meet with approval and conformity from those who are willing to 



12 THE UNIVERSITY OF THE STATE OF NEW YORK 

agree on a minimum outline that, because of its very limitations, 
affords room enough for expansion on those periods that may seem 
to require more extended treatment than is indicated by the 
minimum requirements here laid down. 

In addition to these problems involving the question of propor- 
tion in the larger segments of the syllabus, many difficulties are 
inherent in any attempt to set the first year's work of a course in 
history. It is intended for those high school pupils least mature in 
age and acquaintance with historical study; it covers many epochs 
and incidents the respective values of which are matters of some 
dispute ; its field is so comprehensive that great care must be exer- 
cised in the selection of materials to the end that, while continuity 
is maintained, no important topic may be slighted ; yet it would be 
very easy to overburden the courses and bewilder the children, 
leaving in their minds merely a mass of disorganized facts rather 
than a clear and coherent conception of the story of the race. 

The earlier syllabus suggests the way to maintain continuity 
through the use of restraint. "A teacher of even moderate skill 
ought sometimes boldly to omit or rapidly pass over certain por- 
tions of a syllabus. By the use of one political or military cam- 
paign for intensive study he may often impart to pupils enthusiasm 
and a power to study other topics for themselves." 

We must calculate carefully how much information, valuable as 
facts are, we can impart without distracting attention from the' 
great process of change and development that underlies and unites 
widely separate events of history. 

With the selection of fields of study and the proportion of time 
we shall give to each, thus conditioned by the aims and limitations 
of the course itself and by the suitability of our materials to the 
pupils who are to use it, it has seemed advisable to deviate from 
the former syllabus in modern history part i in the following 
respects : ( i ) to give considerably more time to ancient histoiy 
down to 800 A. D., (2) to decrease the time allowance for medieval 
history, especially the relations of church and state, and (3) to 
modify the treatment of the expansion of Europe over the colonial 
world. 

Whether or not those are oversanguine who hope for a renais- 
sance of the study of the classical languages and their literature, it 
is unlikely that the great mass of our pupils will ever become 
acquainted with the life of Greece and Rome except through the 
medium of historical study. Without dwelling on the obvious cul- 
tural values of the study of ancient history, we must admit its 



SYLLABUS IN HISTORY 1 3 

pedagogical value for immature pupils as proved out of long expe- 
rience. Ancient society was simple compared with the complex 
interests and institutions of today. It presents illustrative material, 
simple yet striking, that readily appeals to children, such as the fable 
of Menenius Agrippa for the Bolsheviki ; the story of Croesus for the 
complacent plutocrat ; the story of the Gracchi for the idealizing and 
impractical reformer. The two nations that furnished, the one 
artistic and intellectual leadership to the world, and the other the 
expansion of civilization through the spread of law and order and 
peace over the world, need no champions. If we need to go a little 
less fully into the struggles of popes and kings of the Middle Ages 
to provide room for Plato and Caesar, we must do it ; we cannot 
leave out of the scheme of studies the life of these ancient peoples 
who are near to us in ever}^thing but time. 

Colonial history is an integral part of world history. American 
colonial history is no more vital for the purposes of this course, 
however, than any other field of colonial history except in so far as 
the American colonies afifect world history through the expansion 
and wider application there of European ideas and institutions and 
react in turn upon Europe itself. Desire for colonies, possession 
of colonies, the importation of colonial products and the importance 
of colonial trade, account for many rivalries and changes in 
European life; how far we shall go into the internal history of 
various colonies in this course, however, is to be determined by the 
extent of their interaction in world relations. We can not justify 
detailed study of American pioneer life in this place as a part of 
American history ; we must treat American colonial history in this 
connection in the same manner as that of other colonies, giving due 
proportion to American history as an influence in general world 
history ; and, while we can not forget that American children will 
find a more active interest in colonial programs as they see them 
applied to North America, we run the risk, while availing ourselves 
of this mode of approach, of leaning to the narrow point of view we 
are anxious to avoid. American colonies might be taught more 
intensively than others as type colonies, though in many respects 
they were unique, but such detailed study of American colonial life 
and institutions belongs rather to that part of the syllabus devoted 
to American history. The definition we have tried to give of the 
New World has been that of all extra-European civilization brought 
into the stream of world history through the colonizing movements 
since the fifteenth century, and its treatment has been limited mainly 
to the action of Europe upon greater Europe and corresponding 



14 THE UNIVERSITY OF THE STATE OF NEW YORK 

reactions, the second set of influences being very weak at first, 
though of incalculable effect in the nineteenth and twentieth 
centuries. 

English history has retained its prominent place in the course 
subsequent to 800 A. D. for obvious reasons. England's insular 
position and the character of her people rendered possible an orderly 
development of institutional, economic and political life that conti- 
nental Europe v/ith its incessant wars could not furnish. Just as 
artistic and intellectual life reached its highest form in a peninsula 
set off by itself, and the development of law and ordered govern- 
ment occurred in Italy, so in the little island of England democratic 
institutions grew up untouched by continental Europe. This growth 
of the spirit of liberty, supplemented by the extension of its fruits 
to other lands, gives us through the study of English history a 
starting point for the understanding and appreciation of the insti- 
ttitions of all Anglo-Saxon peoples. Democracy is level through 
most of the world today; yet, if we wish to avail ourselves of the 
educational values of studies formative of good citizenship, cer- 
tainly the progressive aspect of the rise of democracy in England 
affords an excellent opportunity to keep the lessons of popular gov- 
ernment before our pupils. Advancing more slowly than we might 
wish, yet always advancing, there is before us the movement for a 
widening of rights, accumulating strength as it proceeds finally to 
assert itself over the forces for reaction. Governmental evolution, 
orderly change, peaceful progress, these are not bad things for 
pupils to think about. 

The brief forewords to the twenty-six topics are intended as 
summary statements of what these various epochs stand for ; taken 
together they should present a fair outline of what the whole 
course is meant to cover. With the major topics understood as 
merely minimum requirements, few teachers will be satisfied with 
the limited field they comprise, yet it is to be hoped that those who 
prefer intensive to extensive study may find satisfaction in the 
feeling that by a wise self-denial in the matter of requirements, they 
may have taught their pupils precision in what they know, without 
shutting on them entirely the doors to any of the great avenues of 
historical study into which they may desire to proceed further 
when time and circumstances permit. 

The teacher is not to assume that a date is to be learned because 
it appears in the syllabus. Many dates have been put in merely to 
indicate chronological sequence. The teacher, with the assistance 



SYLLABUS IN HISTORY 1 5 

of a good text, should select only a small number of absolutely- 
essential dates which a pupil should be called upon to know. It is 
far more important to know the relative order of events than to 
know exact dates. In many cases a knowledge of what quarter of 
a century an event took place in is all that is essential. 

RECENT WORLD HISTORY, COURSE B 

From the American Rei'ohition to the Peace Congress of Paris . 

in ipip 

The world war for democracy has convinced every thoughtful 
American of the importance of a knowledge of the history of the 
world for the past century and a half. Without an understanding 
of the mighty forces at work in the world during that period, it is 
impossible to comprehend either the causes that produced this 
greatest of all crises in the histor}^ of mankind, or its significance 
in the progress of the world. This epoch-making conflict has pro- 
foundly altered the destinies of all peoples and of every individual 
on earth, either directly or indirectly. Americans who take the 
duties and responsibilities of citizenship seriously, no longer dare 
ignore the history of other nations. Just in proportion as Vv'e come 
into a serious consciousness of our own national evolution and our 
own great ideals, we shall see that the welfare of Europe, Asia, 
Africa and Australia is inevitably intertwined with the welfare of 
America. 

This fundamental conception of the interdependence of all 
nations constitutes the central idea in the preparation of this por- 
tion of the syllabus. Since the civilization of the world today is 
largely due to the immigration of European peoples and to the 
expansion of European ideals and institutions to various parts of 
the earth, the history of Europe has been made the central theme. 
If the American Revolution marks the beginning of the new era in 
the world, its roots may be traced back to the long struggles for civil 
and religious liberty in England and on the European continent. It 
was a historical fact of worldwide significance that in the library 
of Lafayette, the hero of two revolutions, there hung side by side 
the American Declaration of Independence and the French Declara- 
tion of the Rights of Man. 

How to organize this mighty sweep of six generations of world 
history without violating its continuity and unity has been a very 
difficult problem. To accomplish this purpose necessitated a com- 
bination of both topical and chronological arrangement. The fol- 



l6 THE UNIVERSITY OF THE STATE OF NEW YORK 

lowing topics have been incorporated in the syllabus and, so far as 
seemed wise in showing relationships, the time sequence has been 
followed under each topic : 

(i) Problems of the period, (2) Survey of the civilization of the 
world in 1789, (3) The French Revolution (1789-99) and its influ- 
ence on other peoples, (4) The Napoleonic era (i 799-181 5) and 
its world results, (5) Period of reaction, restorations and repres- 
sion (1815-48), (6) The industrial revolution and the growth of 
democracy (1815-48), (7) The development of nationalism, (8) 
The rise of national imperialism, (9) Spread of European civiliza- 
tion over the world, (10) International relations, (11) The world 
war for democracy, (12) The Russian revolution, (13) Survey of 
contemporary civilization, (14) Review and summary. 

This course in recent world history is planned primarily for 
pupils whose education for citizenship and service will end in the 
high school, but it should prove still more valuable for those pre- 
paring to enter college. It will probably be taught in the second or 
third year of the high school. 

The material printed in italics is to be regarded as constituting 
the necessary essentials of the course. This additional material is 
included for the teacher's guidance and for more detailed study of 
the special period she may select. 

Since much that appears in the textbooks now available may be 
omitted, and much that does not appear should be included, teachers 
are advised to follow closely the topics of the syllabus. If this 
advice is followed, pupils will see and understand the significant 
forces and movements in the world's historv^ during the past one 
hundred fifty years without being swamped in a mass of innum- 
erable details. The world point of view and not that of any par- 
ticular group of people should be the goal of the year's study. 

Outside reading should be assigned, but always with some specific 
problem in mind ; and this work should be taken seriously and 
thoroughly tested by the teacher. Written papers and reports on 
definite historical problems requiring the use and sifting of sources 
and evidences are valuable, but should be gauged to the ability and 
personality of the pupils. Notebooks may prove valuable aids if 
properly supervised. The teacher should not neglect the oppor- 
tunity to have pupils discuss the resemblances and differences be- 
tween movements, events and institutions of the past decades and 
those of the present time, nor should the origins of important 
world affairs today be neglected. Perhaps in no field of history is 



SYLLABUS IN HISTORY 1 7 

intelligent and constructive map work more vitally necessary or 
more interesting than in the period here covered. Hence, map prob- 
lems should be assigned on both a globe and flat maps. Pictures 
either with or without a lantern may be used to advantage. The 
use of these devices, it must be remembered, however, is merely 
means to an end, namely, to feel the ideas and happenings of the 
past and to understand their relation to the, present. 

In teaching this new course, special obligations of careful prepar- 
ation and wise guidance are imposed on the teacher by both the 
scope and the freshness of the field covered. But the well-trained 
teacher with the new vision should have no difficulty in accomplish- 
ing the purposes of the course. 

AMERICAN HISTORY AND INSTITUTIONS, COURSE C 

In attempting to make a new and better syllabus for American 
history, a radical departure has been made from the form of the 
old syllabus. The chronological order has been partially abandoned, 
and the field has been outlined in seven main topics : ( i ) The evo- 
lution of the American nation itself, (2) The rise and progress of 
our democratic political ideals and parties, (3) The history of for- 
eign relations of the United States, (4) The wonderful economic 
and social development of the people, (5) Social development in 
the United States, (6) The evolution of our government with its 
great civic problems, (7) A summary of American democratic 
ideals. 

It seems wise and right that the teacher of American history in 
the senior high school should assume that students retain a fair 
chronological knowledge of the subject from their training in 
grammar school. If the pupil finds that he is expected to have 
retained in memory that preliminary knowledge, he can usually 
recollect it with little effort ; and so take up under the teacher's 
guidance the topical method of studying the subject without much 
trouble or confusion. If the teacher emphasizes or calls to his 
attention the fact that he is doing advanced work in a subject that 
he has already had in its elementary form, the pupil will take inter- 
est and pride in studying the subject from the new topical point of 
view. 

If in the judgment of the teacher, however, the chronological 
method of studving the subject should be adhered to, the syllabus 
can be easily adapted to that method. The second topic, " The rise 
of the American democracy," will form the main skeleton of the 



15 THE UNIVERSITY OF THE STATE OF NEW YORK 

subject matter, and the material in the other topics may gradually 
be woven into the subject as the study proceeds. If this more con- 
servative plan is followed, it would be wise to find time at the end 
to review the subject matter topically. 

In a high school containing a good reference library, the first 
topic, "America, a nation of immigrants," will aflford no difficulties. 
A typewritten outline could be placed directly in the hands of the 
pupils, and much good library work could be done before any text- 
book assignments were made. This would be a fresh, unusual 
approach to the subject and one that would awaken enthusiasm 
because the topic itself is so vital and interesting. If, however, a 
teacher works under the handicap of no good reference libraiy 
at hand, she could present the topic to the pupils in interesting 
lecture form during the first week of the term. 

The second topic, " The rise of democracy in the United States," 
forms the main thread of the whole subject. In developing the 
topic an effort has been made to bring out the truth that almost 
every important event in American history has played some part in 
broadening and deepening the great democratic ideal for which the 
Nation stands and toward which it is trying to grow. No pupil 
should finish the subject without being made to feel vitally that the 
achieving of democracy is a long, necessarily slow process, and that 
each generation has contributed, and must still contribute for many 
future years its labor toward the making of the ideal a reality, in 
every phase of our national life. 

The rise and fall of political parties, and the part each has played 
in shaping the destiny of the United States, should be made clear 
while developing this second topic. No effort should be spared on 
the part of the teacher to present this phase of the subject in a 
neutral, nonpartisan way, so that all points of view may be placed 
before the pupil, and he may make his own decisions. Only so can 
we train our pupils to become independent, unprejudiced citizens 
and not subservient followers of party machines. 

Most teachers will probably feel that the topic, " Foreign rela- 
tions of the United States," can best be taught in conjunction with 
the topic, " The rise of democracy." There is no objection to so 
doing, but it should be reviewed by itself later on. The last five 
years seem to prove that American history must be more and more 
closely linked with world history as the years go by, and American 
boys and girls should be made to feel that good citizenship not onlv 
includes proper relation to one's city, state and nation, but to the 



SYLLABUS IN HISTORY 1 9 

world beyond our geographical boundaries, and that the nation no 
more than the individual lives unto itself alone. 

In the new era of America in which we are living, the problem 
of how best to achieve economic and social democracy is becoming 
increasingly important. The problems which most vex our own 
country and the world at large are social and economic. Few high 
schools have found a place for economics and social science as sep- 
arate subjects in their courses of study. We are educating in these 
schools an advanced class in citizenship. To send out their pupils 
with practically no knowledge of these subjects, without even any 
understanding of their underlying principles or of the technical 
terms used in popular discussion, is for the high schools to fail in 
a very important part of their mission. 

To remedy the present situation, somewhat more definite outlines 
in social and economic development than those of the 1910 syllabus 
have been given place in the present one. It is hoped that the 
history teachers of the State will give full weight to the considera- 
tions here presented and devote a fair share of attention to the 
social and economic side of our history. 

The requirements of the statute with respect to the teaching of 
civics in the schools of this State are to be met by a separate course 
in civics in either the first or the second year of the high school 
course; therefore, in dealing with the sixth topic of Course C, relat- 
ing to the governmental development of the United States, an eflfort 
has been made to include only those topics that are of present-day 
vital interest to good citizenship. 

Finally, in the summary topic, " The ideals of the American 
democracy," the pupil should take leave of his study of the subject 
with the impression that the past generations of Americans have 
lighted the torch that is to be the guide toward our democratic des- 
tiny, that they have done noble pioneer work in partially clearing 
the path toward that great goal, but that there is much work still to- 
be done by present and future generations if America is to remain 
true to her great ideals and develop here in this western hemisphere 
a perfect democracy. 



20 THE UNIVERSITY OF THE STATE OF NEW YORK 

A THREE-YEAR COURSE IN WORLD HISTORY 

AS A MAJOR SEQUENCE 

Course A 
First year: 

(Second year of high school) 

A general survey of the development of world civilization, five 
periods a week for the year. 
First term : 

The rise of civilization, to 800 A. D. (a brief review of ancient 
history) 

Second term : 

The growth of civilization, to 1789 A. D. (emphasizing English 
history and the colonial expansion of Europe) 

Course B 

Second year: 
(Third year of high school) 
First and second terms : 

A more detailed study of world history, 1789- 191 9 (emphasizing 

English and American history in their world relations) 
Five periods a week for the year 

Course C 

Third year: 

(Fourth year of high school) 

First and second terms : 

A more detailed study of American history, institutions and 
government, five periods a week for the year. 

The major topics of this course are: 

1 The Americans — a nation of immigrants 

2 The rise of democratic institutions in the United States 

3 The foreign relations of the United States 

4 Economic and social history of the United States 

5 Social development in the United States 

6 Development of our governmental system 

7 American ideals 



SYLLABUS IN HISTORY 21 

A TWO-YEAR COURSE IN WORLD HISTORY 

AS A MINOR SEQUENCE 

First year: 

(Second or third year of high school) 

First and second terms : 

A one-year course in the development of world civilization, taken 
from the italicized topics in course A and course B of the major 
sequence ; preferably printed as a separate outline. 

Second year: 

(Fourth year of high school) 

First and second terms : 

Course C of the major sequence, namely, American history, 
institutions and government. 



22 THE UNIVERSITY OF THE STATE OF NEW YORK 

Course A 

Major sequence 
First year, first term: 

THE RISE OF CIVILIZATION ; TO 800 A. D. 

I Introduction. Providing the pupil with some of the equipment 
needful for intelligent study of the subject and bringing him down to 
the threshold of recorded history. 

A The field of history. 

1 Definition. 

2 Materials for its study — unwritten and written. 

3 Geographical influences : waterways, mountains, climate, 

products, soil etc. 

4 Value of the study of history: information, culture, 

toleration, lessons it affords, training in the weighing of 
evidence. 
B Primitive man. 

1 Our earliest ancestors — mentality and civilization. 

2 Narrow interests of early man. 

3 Successive broadening of interests and progress to higher 

culture: (a) old stone age; {b) new stone age; (c) the 
age of metals. 

4 The immense gap between the race then and now. (Illus- 

tration regarding early man may well be drawn from 
the American Indian.) 
II The ancient East. The ancient East not only furnishes the 
background for Greek and Roman history, but it also affords oppor- 
tunity for study and definition of the varied interests that form the 
field of history. 

A Geographical extent and unity of the ancient East. 

1 Water routes. 

2 Land routes. 

3 Fertility of sections as a factor in early development. 

4 The bond of commerce. 

B The ancient nations of the East. (In this course we can not 
afford a narrative study of internal development ; we 
must limit ourselves to the striking features of their 
history and institutions.) 

1 Their heritage from primitive man. 

2 The foundations for Greek and Roman history. 



SYLLABUS IN HISTORY 23 

3 Egypt: (a) the land, "Gift of the Nile"; (b) govern- 
ment; (c) religion, the priests, immortality of the soul, 
temples and monuments; (d) learning, sciences, 
picture writing; {e) industries and industrial achieve- 
ments; (/) classes of the people and standards of 
living;' {g) contact with other peoples throxigh war 
and commerce. 
4 The Mesopotamian countries: (a) Tigris and Euphrates 
valleys; (b) early Chaldea, astrology; (c) the lazvs of 
Hammurabi, cuneiform writing, influence on Syria and 
Palestine, science; {d) Assyria, application to material 
pursuits, its army, conquests and imperial organisation, 
industries and trade, Nineveh, libraries and palaces, 
debt to Chaldea; {e) later Babylonian empire, the 
Medes, overthrow of Assyria 608 B. C, Nebuchad- 
nessar, captivity of the Jews, Babylon, hanging gardens, 
conquest by Cyrus {338 B.C.). 

5 Phoenicia: the narrow coastland, Tyrian purple, "the 

missionaries of civilisation," visits to Spain, Britain 
etc., Tyre and Sidon, scientific knozvledge, phonetic 
alphabet. 

6 The Hebrezvs: their home, the migration to it under 

Moses, Mosaic lazv, the kings. Said, David, Solomon, 
the captivities, conquest by Rome, end of Jndea as an 
independent state; permanent features of Jewish civvli- 
zation, their moral code, monotheism, the Bible, the 
birth of the Christian religion. {Prospect for a political 
Judea today). 

7 Lydia: the link betzveen East and West; its trade; coin- 

age; weights and measures, Croesus. 

8 Persia: ideals and training of the Persians; conquests 

zvith special reference to Cyrus; Darius and the per- 
fection of their imperial organisation — tribute, satra- 
pies, post roads; culture, art, religion. 
Map: The Persian empire with its roads and the mutes of 
trade zvill serve as a survey of the ancient East. ^ 
III Hellas and the Hellenes to the end of the Homeric age 
(700 B. C), to give an insight into the environment and back- 
ground of the Greeks, physical, social and spiritual. 
A The Greek zvorld 

I Greece proper {European Greece), influence of moun- 
tains etc., upon the people. 



24 THE UNIVERSITY OF THE STATE OF NEW YORK 

2 The Aegean and its islands, " The paths of ocean." 

3 Asiatic Greece, meeting of the east and west. 

4 Greater Greece, the colonial zvorld, "wherever Greeks 

xvere, there was Greece." 
B Aegean civilization to iioo B. C. 

1 The sea kings of Crete. 

2 Excavations of Mycenaean relics. 

3 Buildings, trade, fine arts, 

C The beginnings of a real European civilization. 

1 Coming of the Hellenes, lonians, Dorians, Aeolians. 

2 Disappearance of Aegean civilization. 

3 Homeric age (1000-700 B. C.) : (a) Homer, Iliad and 

Odyssey; (b) the tribal state: king, council, assembly; 
(c) life of the people; classes of society, occupations, 
religious ideas, manners. 
D The Greek people. 

1 The Greek intellect: (a) The mind open to new ideas; 

(b) actii'e imagination shown in their mythology; 

(c) adaptiveness. 

2 Tendency to separatism as a factor in their history. 

3 Bonds of union: (a) the language; (b) literature; (c) 

race; (d) games; (e) religion; (/) racial and religious 
leagues. 
IV The preparatory period (750-480 B. C). In this period 
Greece found herself. Athens, after making great strides toward 
political and social unity, and successfully facing the peril from 
the Persians, stands ready to develop the marvelous literary and 
artistic impulses already in force. 
A Greek colonization. 

1 The myth of Jason. 

2 A Greek colony: (a) motives; (b) character; (c) com- 

parison with modern colonisation. 

3 Areas of colonization with illustrative treatment of two 

such colonies as Croton and Naucratis. 
B The Greek conception of the city-state early government, 

the chief city— states' evolution in government. 
C The Spartans. 

1 Legend of Lycurgus. 

2 Classes of the people. 

3 Military basis for education and life. 

4 Their virtues and faidts compared zvith the more progres- 

sive lonians. 
D The beginning of architecture and art, lyric poetry, philosophy. 



SYLLABUS IN HISTORY 2$ 

E The rise of Athens to democracy. 

1 Abolition of the monarchy — traditional and probable 

explanations. 

2 Rule of the aristocracy: (a) the Eupatrids ; (b) Draco; 

(c) Solon: economic and social reforms. 

3 The tyranny: (a) Pisistratus; (b) character of the 

tyranny; (c) expulsion of the tyrants. 

4 Clisthenes: (a) new classification of citizens; (b) politi- 

cal reforms; (c) the ostracism; (d) importance of his 
reforms in the face of Persian invasion. 
F The struggle for Greek independence. 

1 The first invasion: (a) Darius invades Europe; (b) the 

Ionian Revolt; (c) Marathon (490 B. C). 

2 The ten years' respite: (o) Themistocles and the Athenian 

navy; (b) effort at Corinth for concerted action. 

3 The second great invasion under Xerxes: (a) comparison 

of contestants; (b) Thermopylae, Leonidas and the 
Three Hundred; (c) Salamis (480 B. C). 

4 Liberation of Asiatic Greece. 

5 Carthage attacks Sicily. 

6 Results of Grecian success in (a) the rise of Athens, 

(b) stimulus to art and literature. 

(Notebook topic: Our debt to Marathon) 

V The classical or golden age: Athens preeminent (480-431 
B. C). The great creative age with the Greek world, in the full 
bloom of its wonderful constructive imagination, producing 
intellectual and artistic achievements that stand as a model for all 
time. In political life Greece under Athens comes nearer to unity 
than at any other time of its independent history. The Athenian 
democracy is perfected. It furnishes numerous analogies, some 
more striking than true, however, for later students of politics. 

A Creation of an Athenian empire. 

1 The confederacy of Deles: (o) formation; (b) evolution 

info an empire; (c) extent. (Aristides) 

2 Land empire : conquest and withdrawal. 

B The government of Athens under the leadership of Pericles. 

1 Direct democracy ; its zveakness. 

2 Organization of the government: (a) the strategi; (b) 

boule; (c) ecclesia; (d) perils in a unicameral system 
(revolt of Mytilene) ; {e) pay to citizens, etc. 

3 Social services of the government. 

4 Limitations of the Athenian democracy: (a) subject 

states; (b) metics; (c) slaves. 



26 THE UNIVERSITY OF THE STATE OF NEW YORK 

C The golden age of art and literature. 
I Pride in artistic achievement. 
2 Art: (a) the Acropolis — Propylaea, temple {Parthenon), 
(b) statues and reliefs (Phidias). 

3 Sculpture: (a) the discus throtver; (b) Olympian Zeus. 

4 The drama: (a) the Greek theater; (b) idea of Nemesis 

in Greek tragedy; (c) Aeschylus, the Persians; (d) 
Sophocles, King CEdipus. 

5 History: Herodotus. 

6 Philosophy: Anaxagoras. 

7 Oratory. 

D Life of the people. 

1 Industries and wealth. 

2 Home life (position of tvomen; child life). 

3 Education. 

4 Pericles as the best type of Athenian; the funeral oration. 
VI Discord in Greece and its decline as a political force (431-362 

B. C). A time of contrasts: chaos and strife between Ionian and 
Dorian, while in the realm of the intellect the great thinkers seek 
for a rule of order through study of the meaning and purpose of 
the great facts of human existence. 
A The Peloponnesian zvars. 

1 Dorian and Ionian hostility. 

2 Special causes for war in the allied states. 

3 First stage (431—421 B. C.) : («) siege of Athens; 

(b) land power vs. sea power; (c) inconclusive peace 
of Nicias. 

4 Second stage: the catastrophe at Syracuse (415—413 

B. C). 

5 Third stage : the downfall of Athens and the break-up 

of her empire; Aegospotami (405 B. C). (Alcibiades 
the demagogue; contrast with Pericles). 

6 Effects on Athens, Sparta, Asiatic Greece and Persia. 
B Leadership of Sparta (404-371 B. C). 

1 Persian influence. 

2 Harmosts. 

3 Thrasybulus and the Thirty. 

4 Weakness of Persia ; march of the 10,000 ; Xenophon. 
C Leadership of Thebes (371-362 B. C). 

1 Pelopidas and Epaminondas. 

2 Leuctra (371 B. C). 

3 Effort to isolate Sparta. 

4 Mantinea (362 B. C). 



SYLLABUS IN HISTORY 2/ 

D Culture of the period; reflective rather than creative. 

1 Philosophy; Socrates, Plato, Aristotle. 

2 History; Thucydides. 

3 Drama; Aristophanes, Euripides. 

4 Art; Praxiteles. 
E Greater Greece. 

1 Syracuse under Dionysius. 

2 Asiatic Greece under Persia. 

VII The age of Alexander (336-323 B. C.). One of the seeming- 
paradoxes of histoiy: the rude people from the North, untouched 
by the finer influences of Hellenic life and thought, handing the 
torch of the Greeks to other peoples and later generations. 

A The Macedonians ; land and people. 
B Philip of Macedon. 

1 Character and policy. 

2 The new phalanx, his resources. 

3 Olynthus. 

4 Demosthenes. 
C Alexander. 

1 Education and ideals. 

2 Punishment of Thebes. 

3 Conquests: (a) Issus and the road to Egypt; (b) Arbela 

(jj7 B. C.) ; {c) the far East; Poms; (d) the return 
march. 
D Attempt to Hellenijse the East. 

1 Orientalization of his court (Parmenio). 

2 Fusion of races. 

3 Greek cities and customs in the East, Alexandria. 
E The Hellenistic ivorld after Alexander. 

1 Break-up of his empire. 

2 The great centers of Hellenistic culture: (a) Athens — 

new schools of philosophy, Stoic and Epicurean; (b) 
Alexandria — museum, Pharos, Euclid; (c) Rhodes — 
school of oratory; (d) Antioch — wealth and cosmo- 
politan character. 

3 Greece in disorganization; the war of the leagues. 

4 Egypt under the Ptolemies civilized and commercial. 

5 Syria under the Seleucidae; conquest and Hellenisation 

of the East. 

6 Lack of stability in the fragments of Alexander's empire. 

VIII Development of the early Roman republic. Steps toward a 
definite political and social organization prior to the period of 
expansion. 



28 THE UNIVERSITY OF THE STATE OF NEW YORK 

A Phases of Roman history. 

1 " Rome is the vast lake in which all the streams of 

earlier history lose themselves and from which all 
the streams of later history flow forth again." Free- 
man. 

2 Rome as a conquering, governing and civilizing nation. 
B Strategic position of Italy and Rome. 

1 Italy's central position in the great Mediterranean 

highzvay. 

2 Rome's central position in Italy. 
^ The Seven Hills. 

C Physical features of Italy. 

I The Alps and Apennines, military and climatic signifi- 
cance. 

2 Rivers of Italy. 

3 Coast line; Italy faces the west. 

4 Products of Italy. 
D The legends of the king. 

1 Aetiological myths. 

2 The Etruscan influence. 

E Society and institutions of early Rome. 

1 Religion. 

2 Family life; position of the father. 

3 Social classes, patricians, plebeians, slaves. 

4 Government: king, senate, assembly (curiata). 

5 Ideals of character and conduct handed down to later 

times by stories of Brutus, Cincinnatus, Curtius etc. 

6 Occupations of the people. 

F Unified political and social organisation by 286 B. C. 

1 Expulsion of the kings; creation of an aristocratic 

republic. 

2 The three charters of Roman liberty: (a) the Twelve 

Tables; (b) Licinian laws; (c) Hortensian lazvs {286 
B. C). 

3 Roman democracy; direct not representative. 

4 Organisation of the government of the republic: dictator, 

tribunes, consids, comitiae, pozver and character of the 

senate. 
IX Roman conquests to i^i B. C. The story of how Rome con- 
quered Italy and was drawn to Spain in the West and Asia in the 
East. It is a picture of a great nation in a process, mainly uncon- 
scious, of imperial formation and internal transformation. 



SYLLABUS IN HISTORY 29 

A Factors in Rome's success. 

1 The Roman legion. 

2 Policy of "divide and conquer" ; Roman colonies, 

municipia, allies. 
B Conquest of Latium, Coriolanus. 
C The Gallic invasion (390 B. C.) ; Manlius. 
D Reduction of southern and central Italy. 

1 Samnite wars. 

2 War with Pyrrhus. 

3 Roman roads, cities etc. through southern Italy. 
E Wars with Carthage. 

1 Cartilage: commerce, institutions, navy, contrast beizceoi 

Roman and Carthaginian ideals. 

2 Causes of the war. 

3 First Punic War (264-241 B. C.) ; Rome gets control of 

the seas; Sicily and Sardinia. 

4 Rome conquers the valley of the Po. 

5 Second Punic War (218—202) ; Hannibal, Jiis march; 

Cannae ; Fahius; the Metaurns (207 B. C.) ; results of 
the war. 

6 Third Punic War (146 B. C). 
F Rome drawn to the East. 

1 How the eastern question arose. 

2 Reduction of Macedonia; Greece becomes a Roman prov- 

ince; destruction of Corinth (146 B. C). 

3 Rome in the East: (a) Syria; (b) Province of Asia 

(133 B. C). 
G Conquest of Spain (133 B. C.) ; Rome supreme in the West. 
H Hozi' Rome was affected by her conquests. 

1 Greek influence on Roman art and literature; Plautus 

and Terence. 

2 Greek slaves as teachers. 

3 Introduction of new religions and customs. 

4 Tribute and slaves. 

5 Demoralising social effects; protests of Cato. 

6 Economic effects: (a) evils arising from devastation of 

Italy by Hannibal, continuous military service of the 
Italian peasant, and increase in slavery; (b) benefits: 
increased zvealth and industry, nezv markets, security 
for Roman commerce. 

7 Political effects; increased power of the senate, develop- 

ment of the provincial systetn. 



30 THE UNIVERSITY OF THE STATE OF NEW YORK 

X A century of civil strife (131-31 B. C.)- The rise of a demo- 
cratic movement, ultimately to be utilized for the overthrow of the 
ruling aristocracy by Caesar. The long indictment drawn against 
the misconduct of the governing classes at Rome culminates in a 
monarchy that is to rest on the broader foundations of imperial 
policies and interests. 

A The Gracchi and the agrarian question. 

1 Decay of the agricultural class: (o) capitalists; (b) 

slaves; (c) tribute grain. 

2 The land law of Tiberius Gracchus. 

3 Gains Gracchus: (o) political alliance of the assembly 

with the Equites; (b) social reforms; (c) reasons for 
failure. 

4 Results in the formation of a democratic party. 

B Marius and Sulla; Rome begins to experience one-man power. 

1 Rise of Marius; Jugurtha; the Cimbri and Teutones. 

2 The social war. 

3 Sulla; the Mithradatic war; return, proscriptions. 

4 The Sullon constitution; effort to create on aristocratic 

government at expense of tribunes and assembly ; con- 
tinuation in office. 
C The struggle for leadership. 

1 Failure of senatorial control; Sertorius; the gladiators. 

2 The first triumvirate (60 B. C.) : (a) Pompey — military 

prestige; (b) Caesar — popidarity and political genius; 
(c)Crassus — ivealth; (d) Cicero as leader of the oppo- 
sition; (e) Caesar's assignment in Gaul; conquests and 
military achievements; (/) Pompey as the friend of 
the senate; (g) the civil war. 

3 Caesar as master of Rome: (a) clemency; (b) effort to 

create a democratic monarchy; (c) his assassination. 
D Augustus creates the empire. 

1 War against the " Liberators." 

2 The West victorious over the East, Actium (31 B. C.) ; 

Conquest of Egypt. 

3 Assumption of power by Augustus. 
E Rome during the century of civil strife. 

1 Cosmopolitan character of Roman life; influence of im- 

ported ideas (Greek philosophy) and manners. 

2 Increase in luxury. 



SYLLABUS IN HISTORY 3^ 

3 The city rabble; rule of the mob; games; political cor- 

ruption. 

4 Roman literature: Cicero, Caesar. 

5 Gradual loss of old patriotic ideals. 

XI The empire (31 B. C— 180 A. D.). In spite of occasional 
lapses, order, peace and prosperity prevailed within the boundaries of 
the empire. 

A Prosperity of the ancient world at this time. 

1 Why Rome -welcomed the empire. 

2 The Augustan age in literature: Vergil, Horace, Livy. 

3 Later writers : Seneca, Martial, Tacitus, Pliny etc. 

4 The city of Rome: public works and buildings, "A City 

of Marble." 

5 The provinces: public works and buildings. 

6 Pax Romana; Roman rule insures world peace. 
B The government of the empire. 

1 A concealed absolutism; position of the republican magis- 

trates and senate. 

2 The imperial provinces and treasury. 

3 Uncertainty as to the succession. 

4 Provincial administration: collection of taxes; municipal 

government. 

5 Development of jus gentium {Justinian, Corpus juris 

civilis). 
C Imperial policy as illustrated by the emperors. 

1 Policy of Augustus {above); the strategic frontiers; 

Varus (9 A. D.). 

2 Tiberius : unpopularity at Rome, popularity in the prov- 

inces. 

3 Caligula ; Caesarism. 

4 Claudius; Britain; extension of citizenship. 

5 Nero : the persecutions ; fire at Rome. 

6 The Flavian emperors ; the year of Confusion (69 A. D.) ; 

conquest of the Jews. 

7 The five good emperors (96-180 A. D.) ; reforms 

zvithin the empire; establishment of secure frontiers. 

XII Decline and fall of the Roman empire (180-476 A. D.). 
Are empires, like men, necessarily mortal? Could Rome, under a 
better constitution and guidance, have lived longer? A study of 
the question has value for every nation that wishes to sunave. 

A The Barrack emperors. 



32 THE UNIVERSITY OF THE STATE OF NEW YORK 

B Effort at reorganization. 

1 Aurelian. 

2 Diocletian: (a) the partnership empire, value and dan- 

gers; (b) despotic forms. 

3 Consiantine: (a) victory at the Mnlvian bridge; (b) tol- 

eration of Christianity; {c) Council &f Nicaea (325 
A. D.) ; (d) nezu capital; {c) centralization of pozi'cr; 
(/) xvhy his scheme failed. 
C Forces zvithin the empire for disintegration: (a) decay of 
patriotism; {b) evils of slavery; (c) disappearance of the 
middle class; (d) expensive government ; {c) crushing 
taxation; (/) infiltration of barbarians. 
D The barbarians: (a) why they entered the empire; (b) Adri- 
anople ; {c) Alaric and the West Goths (410 A. D.) ; {d) 
the Huns, Chalons (451 A. D.) ; {e) Vandals; (/) East 
Goths; (g) Anglo Saxons. 
Map shozving (a) the routes by ivhich the barbarians traversed 
Europe and (b) partition of the empire (500 A. D.). 

XIII The coming of new forces in zvorld history: Christianity 
as a social as well as religious force ; the forest peoples, furnishing" 
a rude antithesis to the people they conquered, }et capable of illim- 
itable development; the Mohammedans, great religious conquerors, 
who were to preserve much science and learning for us; these are 
the three factors that are to be most prominent in the remaking 
of the world. 
A CJiristianity. 

1 Its origins; teachings of Jesus. • 

2 Reasons for its rapid spread. 

3 Why Jezvs and Christians were persecuted. 

4 Toleration ; Constantinc ; Edict of Milan. 

5 Recognition and support; Theodosian code. 

6 Primacy of bishop of Rome; Petrine tradition, etc. 

7 Monasticism: economic and social aspects. 

8 The church officials supply the lack of government in the 

West; a force for order in an age of disorder. 

9 How Europe became of one church ; Roman missionaries; 

the Franks. 
B The Tetitons. 

1 Ideals and religion. 

2 Customs; government; system of trials. 

3 Influence on the decadent Roman zvorld. 



SYLLABUS IN HISTORY 33 

C Mohammedans. 

1 Mohammed and Jiis religion. 

2 Conquests. 

3 Tours {J12 A. D.). 

4 Contributions of Mohammedanism to civilization, science, 

architecture etc. 
D The problem of reconstruction in ivcstern Europe. 

1 The eastern empire to 1453 

2 Europe's need of a stable government and a revival of 

culture, commerce and industry. 
Map for 800 A. D. showing (a) empire of Charlemagne, 
(b) eastern empire, (c) extent of MoJiammedan con- 
quests. 
XIV The Frankish kingdom and the papacy. An alliance that 
gave a militant arm to the early church, resulting in the confused 
interests of church and empire in the Middle Ages and extending 
even down to our day. The prospect for law and order under 
Charlemagne to be eclipsed by the coming of feudalism with its 
tendency for disintegration. 

A The Franks ; their homes and characteristics. 
B Clovis. 

1 Soissons (486 A. D.). 

2 Conversion to orthodo.v Christianity. 

3 Conquests. 

C The Merovingians. 

1 Do-nothing kings. 

2 Mayors of the palace. 
D Rise of the Carolingians. 

1 Assumption of the kingly title ; deference to the authority 

of the church. 

2 Charles Martel; Tours (732 A. D.). 

3 Charlemagne: (a) the statesman, Capitularies. )nissi 

dominici, architectural and other improvements; (b) 
the warrior, conquest of Saxons, the marks, zuatchful- 
ness at the frontier; (c) relations imth the church, the 
Lombards, crozvned Emperor 800 A. D., effects of the 
coronation on Italy and on Germany; (d) the friend of 
culture, the palace school, monastery schools; (c) 
emphasize the 7'alue of his friendship to the church; 
(f) why the work of Charlemagne lapsed after his 
death. 



34 THE UNIVERSITY OF THE STATE OF NEW YORK 

E Charlemagne's successors to 900 A. D. 

1 Quarrels, Treaty of Verdun (843 A. D.) (Strasburg 

oaths,) Treaty of Mersen (870 A. D.). 

2 Inability to repel the Northmen. 

3 Europe in disorder. 



SYLLABUS IN HISTORY 35 

Course A 

Major sequence 
First year, second term: 

THE GROWTH OF CIVILIZATION : 800 A. D. TO 
1789 A. D. 

XV Feudalism: its rise, institutioJis, character, and influence in 
the countries of medieval Eitrope. The beginnings of a commer- 
cial class and centralized pozver as forces for order. 

A Rise of feudalism. 

1 Definition of the terms "benefice " and "vassalage " and 

explanation of the fief as the central institution of 
feudalism. 

2 Lord, vassal and subvossal; their respective duties, rights 

and privileges. 

3 Importance of feudalism from a military, financial, 

administrative and social point of view. 
B Life under feudalism. 

1 The nobility: the castle, training of a knight, ideals and 

pra.ctices of chivalry. 

2 Life in the country: the manor and the serf, decline of 

serfdom. 

3 Life in the towns: revival of commerce and city life; 

merchant gilds and craft gilds; fairs, markets, the Han- 
seatic League; merchant adventurers, trade routes. 
C Decline of feudalism. 

1 Feudalism in England compared tmtJi France and Ger- 

many. 

2 Grozuing pozver of the kings. 

3 Gunpozvder. 

Map of Europe in the feudal period indicating chief coun- 
tries, commercial centers and trade routes. 
(Notebook topic: Map of a feudal manor.) 

XVI Germany, the church and Italy in the Middle Ages. The 
church reaches and recedes from its greatest influence as a temporal 
power; Germany and Italy fail to reach national unity. 

A Conflicting theories and interests of church and empire. 
2 



30 THE UXIVERSITY OF THE STATE OF NEW YORK 

B The Holy Roman empire. 

1 Powers of the emperor, theoretical and actual. 

2 Influences on the pozver dj the empire in (a) Germany, 

(b) Italy, and (c) in the manner of selecting the 
emperor. 

3 Revival of the empire under Otto the Great (962). 

4 Frederick I (Barbarossa) : (o) beginning of the struggle 

with the Lombard communes; (b) the struggle with 
the popes; (c) the end of Frederick's struggles in 
Italy: the Lombard League, peace of Constance 1183, 
progress in Germany. 

5 Guelfs and Ghibellines. 

6 Fist law; rise of the Hapsburgs. 

7 The Golden Bull (1356). 

8 Decentralisation, discord and' persistence of feudal an- 

archy in Germany. 
C The church in the Middle Ages. 

1 Means by which the church ruled the world, papal 

legates, papal revenues, the idea of the sacraments, 
church courts, excommunication, interdict etc. 

2 The friars: St Francis, St Dominic. 

3 Coniiict with the civil authority. The following names 

serve to furnish illustrations of the conflict of church 
and state; they should not be required in detail: (a) 
investiture (Canossa, 1077; Concordat of Worms, 
1 122) ; {h) church courts, quarrel of Henry II and 
Thomas a Becket ; {c) Innocent III, his relations with 
France, England, the emperor; the fourth Lateran 
Council; {d) taxation, Philip the Fair and Boni- 
face VIII; {e) triumph of the civil authority (statutes 
of Mortmain, Provisors, Praemunire). 

4 Debt oti'cd by society to the medieval church, charities, 

education, peace (Peace of God, Truce of God). 
D Medieval Italy. 

1 Saracen and Norman in the South. 

2 Temporal power of the pope. 

3 City states in the North. 

E Map of Italy and Germany showing disorganization of Ger- 
many and Italy around 1300. 
XVII Tlie East and the crusades. 

Note: No attempt should be made to have the pupil learn the 
events of each crusade. 



SYLLABUS IN HISTORY 37 

A TJic East before the crusades. 

1 The eastern empire. 

2 Saracen civilisation in the East, in Spain. 

3 The coming of the Seljuk Turks. 
B The crusades. 

1 General causes and occasion for the crusades. 

2 Character of the expeditions. 

3 Kingdom of Jerusalem. 

4 The religious military orders ; Templars, Hospitalers, 

Teutonic Knights. 
C The end of the crusades. 

1 The fall of Acre and end of the Christian rule in the 

East. 

2 Results of the crusades: commercial; i)idustrial; reli- 

gions; educational ; grozvfh of cities, especially in Italy; 
municipal freedom ; strengthening of monarchies. 

Library and notebook topics: (o) Constantinople in the Middle 
Ages; {h) Medieval pilgrimages; {c) The experiences of a 
medieval crusader : motives, vows, privileges, preparation, dress, 
arms, route, battles and sieges, benefits and disadvantages of the 
experience. 

XVIII France through Louis- XI (1483). Establishment of a 
central authority through the expulsion of foreign elements and 
the discipline of the great French vassals. 

A Rise of the Capetian d}nasty. 

1 The great fiefs of France {Normandy etc.). 

2 Accession of Hugh Capet (987). 
B Philip Augustus. 

1 Possessions of Henry II of England in France (map). 

2 E.i'tension of the royal domain. 

3 Bouvines (1214). 

C Philip the Fair; the states general ( 1302). 
D One Hundred Years' JVar. 

1 First phases; (a) causes in France and Flanders; (b) 

Crecy and Poitiers ; (c) free companies and brigandage; 
(d) the Jacquerie; ( e) results by 1376. 

2 Second phase: (a) Agincourt ; (b) union of France and 

England; (c) Joan of Arc; (d) expulsio>i of the Eng- 
lish. 



38 THE UNIVERSITY OF THE STATE OF NEW YORK 

E Louis XI. 

1 Charles the Bold. 

2 Centralisation of power. 
S The taille. 

XIX England to 1485. By the end of this period the English 
have become one people with a continuity of institutional and social 
development reached by no contemporary nation. With the checks 
administered to the foreign ambitions of their kings throwing them 
back on their own island, they gain unity and strength. 

A The Saxons (449—1066). 

1 Their invasions. 

2 Rechristianization of England under Augustine ; letters; 

Bede ; adoption of more civilized manners. 

3 Government and life under Saxon England. Govern- 

ment: moots, courts, trial by ordeal, the witan and its 
power; selection and pozver of the king. 
Life among the Saxons of the tenth century; the village and 
its folkland ; homes and furnishings ; food ; clothing ; 
agriculture ; trade ; manufactures. 

4 Alfred the Great: his problems, administration, the 

Danes, the Danelaw. 

5 Conquest by the Danes. 

B The Norman conquest and its results. 

1 Claim of William of Normandy; Senlac (1066). 

2 Establishment of Norman ride. Completion of the con- 

quest; castle and cathedral building; grants of land; 
the Domesday Book and Salisbury oath; new indus- 
tries, new manners, intercourse with the continent. 
C Constitutional development. 

1 Organized government: (a) political condition of Eng- 

land at the accession of Henry II; (b) suppression of 
the barons; (c) grand jury and trial jury; (d) the 
common lazv; {e) the king's courts; (/) Richard I and 
the sale of charters. 

2 Magna Charta (121 5). King John and his quarrel with 

the barons; the charter; principal provisions and zvorld 
importance. 

3 The first parliament : Henry III and the Baron's War 

etc.; DeMontf art's parliament (1265). 

4 The Model Parliament (1295) and taxation; Edzuard I ; 

character, aims and policy ; importance of the Model 
Parliament ; confirmation of the charters. 



SYLLABUS IN HISTORY 39 

5 Parliament divided into two houses. 

6 Restrictions on the executive; deposition of Edward II; 

impeachment of a king's minister by good Parliament 
(1376). 
D Expansion. 

1 Conquest of Wales. 

2 Scotland: the disputed throne; Edward I and Scotland; 

Bannockburn (1314). 
E The common people; the yeoman; the black death and its 
effects; statute of Laborers; Wat Tyler's Rebellion; decline 
of serfdom. 
F Loss of Normandy; fusion into one people: Langland, the 
beginnings of English literature ; Chaucer, the Canterbury 
Tales. 
G Wars of the Roses: effect on the nobility. 

XX The Renaissance: its earher and later phases. Not only 
the rebirth of the classical interest in art and literature but more 
important the rebirth of a spirit of adventure and enterprise braced 
for inquests of all the problems the Middle Ages had thrust to one 
side. 

A The early or fourteenth century renaissance. 

1 Gothic architecture, cathedrals and public buildings 

{Rheinis and Yprcs). 

2 Beginnings of a national literature in France, Italy, Ger- 

many, England; Dante, Chaucer, the Troubadours, 
Villon, Nibelungenlied. 

3 The fine arts: painting, sculpture. 

4 Learning: the medieval universities ; scholasticism.; Roger 

Bacon. 
B The renaissance of the fourteenth and fifteenth centuries. 

1 Political and social conditions in Italy; Florence and 

Venice ; the papal monarchy; the ttvo Sicilies ; the rule 
of the despots. 

2 The beginning of the renaissance in Italy; the revival of 

learning: (a) the spirit and meaning of the renais- 
sance; its many-sided character; (b) the revival of 
learning: the Greek teacher, the work of Petrarch and 
Boccaccio ; the recovery, editing and printing of classi- 
cal texts; (d) renaissance in England; in France; in 
Germany. 



40 THE UNIVERSITY OF THE STATE OF NEW YORK 

3 The fine arts during tlie renaissance (it is better to teach 

thoroughly one great artist in each field than to teach 
several in a cursory manner) : (a) the great archi- 
tects ; {h) the chief sculptors; (c) the Florentine and 
Venetian painters; {d) painting in northern countries. 

4 Library and notebook topics; The age of the great dis- 

coveries and inventions: (a) European conditions at 

the end of the fifteenth century which led to discoveries 

and inventions; {h) Portuguese discoveries to the east; 

(c) Spanish discoveries and conquest in the western 

world; {d) French explorations: Verrazano, Cartier ; 

{e) Mechanical inventions of the era and how they 

helped discover}^ and conquest; (/) The new ideas in 

astronomy ; Copernicus and Galileo ; {g) The art of 

printing; its relation to the renaissance. 

(Map work: sketch map showing the voyages of discovery of 

Columbus, Vasco da Gama, Cabot and Magellan, \"errazano and 

Cartier.) 

XXI The reformation and period of tJie religions ivars. Indi- 
vidual and national causes of the reformation ; Spain comes, under 
Charles V and Philip II, into the stream of European history; 
division of Europe along religious lines ; intolerance and confusion ; 
the outcome of the religious wars. 

A General causes of the reformation: The renaissance and the 

humanists; rise of national feeling. 
B Political and social conditions involved in a religious upJieaval. 
C The consolidation of Spain into a powerful monarchy. 

1 The Christian recovery of Spain. 

2 The union of Castile and Aragon. 

3 The conquest of Granada and treatment of the Moors. 

4 Treatment of the Jezvs. 

5 Growth of the royal power to the opening of the six- 

teenth century. 
D Germany; the Lutheran Church. 

1 Special causes for the reformation in Germany. 

2 Luther: his doctrines; the theses, trial and edict of 

Worms (1521). 

3 Fanaticism, and civil war; adoption of a church con- 

stitution; the confession of Augsburg; Peace of Augs- 
hurg (1555)- 



SYLLABUS IX IlLSTORY 4I 

E Calvinisvi in Szmtzerland, France etc. 

1 Calvin at Geneva, his doctrines, polity and educational 

control ; Presbyterianism ; Servetus ; religious intoler- 
ance general ; why heretics were put to death. 

2 The Huguenots in France ; the Huguenots from a religi- 

ons, political and economic point of view; persecu- 
tions; massacre of St Bartholomezv's eve ; Henry IV 
and the edict of Nantes (1598) ; Sully. 

3 Influence of Calvin in Scotland, John Knox. 

4 " Influence of Calvin " in Germany, Holland and Xorth 

America. 
F Revolt of the Netherlands (i 568-1648). 

1 The Netherlands to 1556: the tzvo peoples. 

2 Philip II and the outbreak of discontent; political, eco- 

nomic, and religious causes of the revolt. 

3 Alva; William the Silent. 

4 The defeat of the Armada; rise of Holland as a naz-al, 

commercial, and colonial poiver. 
G The Reformation in England. 

1 Henry V Ill's divorce case; humanism ; Colet, Erasmus, 

More; change in control rather than in doctrine. 

2 Radical changes under Edward VI, reaction under Alary. 

3 Elizabeth; identity of Protestantism in England zvith 

Elisabeth's right to reign, and national independence ; 
Mary, Queen of Scots; the Armada; Elij^abeth takes 
the middle ground; Anglicanism and the Jp articles. 
H Thirty Years War "(161 8- 1648). 

1 Causes : religious and political. 

2 Complication of religious issues with political (the par- 

ticipation of France). 

3 The peace of Westphalia (1648) ; its terms and inter- 

national importance. 

4 Social and economic effects on Germany. 
I The Catholic reformation and the Jestiits. 

1 The Jesuits; Loyala's character and training ; organication- 

2 The zvork of the Council of Trent (1545—63). 

3 Hozv the Catholic churcJi zvas reformed in discipline 

and gained nczv pozver. 

Library and notebook topics; (a) Jesuit missionary efforts; 
ib) The sei"vices of Jesuit missionaries in North America. 

J Why religious wars ceased after 1648. 

Map: Division of Europe on sectarian grounds at the close of 
the religious wars. 



42 THE UNIVERSITY OF THE STATE OF NEW YORK 

XXII England under the Tudors (1485— 1603). England under 
an intelligent and tactful despotism begins to emerge from her 
isolation. Her triumph over the Armada creates an outburst of 
national feeling and expression comparable in some degree to that 
in Greece after Marathon. Her outlook is broadened by the 
appearance of new lands and new interests. In her internal affairs 
all does not go well; the condition of the poorer classes is 
deplorable. 

A Henry VII: effect on the country of the wars of the Roses; 
Court of the Star Chamber; benevolences; policy of peace; 
trade with the continent; the " Great Intercourse." 
B Henry VIII: his personal government ; IVolsey and the bal- 
ance of power; confiscation of monasteries; creation of a 
new nobility. 
C Elizabeth: identity between independence, political and religi- 
ous, in the person of Elisabeth; Mary, Queen of Scots; 
the War zmth Spain; the Armada, its defeat (1588) and 
effect on the national spirit; the Elizabethan seamen; 
England's position at the death of Elizabeth. 
D The popular character of the Tudor absolutism. 
E Life in Tudor England. 

1 Trade: decay of gilds and trade organizations; rise of 

the middle class; debasement and restoration of coin- 
age ; coming of artisans from the continent; gain of 
Flemish trade; lazvs protecting manufactures and regu- 
lating trade; establishment of navy. 

2 Social and economic changes: mode of living; the house, 

city and country; inclosurcs; increase of pauperism 
and its causes; laws for relief of the poor; introduc- 
tion of firearms. 

3 Intellectual awakening; growth of the spirit of adven- 

ture and enterprise ; the Nezv Learning, its nature; 
Erasmus, More, Colet; establishment of new schools 
and colleges; the Elizabethan Age in literature; the 
drama; the theater; Shakspere and Bacon. 
Library and notebook topics: (a) The revolt of the Nether- 
lands; {b) Why heretics were put to death; (c) Intolerance, 
Protestant as well as Catholic, a characteristic of the times. 

XXIII The Puritan revolution and royalist reaction in England 
(1603—88). Beginnings of England's importance in European and 
colonial affairs. In taking up this period it should be made clear 



SYLLABUS IN HISTORY 43 

that up to the time of her poUtical revolution England had been a 
follower rather than a leader of Europe. The defeat of the Span- 
ish Armada, the growing importance of the colonies, the over- 
throw of absolutism and the coming of William of Orange all 
combined to put England in a position of first importance in 
Europe. 

A Division between Stuart kings and parliament. 

1 Beginning of strife; change in national spirit about 1600; 

personality of James I ; divine right of kings; rule of 
favorites. 

2 Increasing differences between parliament and the 

crozun; characteristics of Charles I; the Petition of 
Right; tonnage and poundage; Land's policy and 
religious strife; the dissolution of i62p; personal gov- 
ernment (1629—40); monopolies; ship money and 
Hampden's resistance ; Wentworth's measures; the 
emigration of Puritans; the outbreak in Scotland; the 
Short parliament. 

3 The first tivo years of the Long parliament (1640-42); 

meeting of the Long parliament ; impeachment and 
execution of Wentivorth; measure limiting the pozver 
of the king; division of parliament on religions ques- 
tions; intriguing of Charles for support; the Grand 
Remonstrance ; attempt to seize the five members. 
B The Civil War (1642—49); the commonwealth (1649-53), 
protectorate (1653—60). 

1 The first phase ; negotiations of the king. 

2 Tlie second phase: alliance of the king with the Scots, 

trial and execution of the king (1649). 

3 The commonwealth: the Rwnp parliament; navigation 

act, zvar zuith Holland; conquest of Scotland and 
Ireland. 

4 Cromzvell as lord protector; constitutional experiment; 

zvar zuith Spain; England's influence in Europe; fall 
of the Puritan government; the Puritan Revohition 
and royalist reaction in England. 
C Restoration and revolution. 

I Political conditions: character and policy of Charles II ; 
parliament and taxation; the royal dispensing pozver. 



44 THE UNIVERSITY OF THE STATE OF NEW YORK 

2 Charles II and Louis XIV: aims of the French king; 

xvar between England and Holland; the secret Treaty 
of Dover; the declaration of indulgence ; the test act; 
the exclusion bill; Whigs and Tories. 

3 Ovcrthrozv of the Stuarts: national fear of a Catholic 

despotism; assertion of dispensing power by the king; 
Catholics in office; a standing army. 

4 William of Orange: position and cliaractcr of Wdliani, 

the summons to England; flight of James II ; parlia- 
ment and the succession. 
5 Results of the revolution: bill of rights ( 1689) ; act of tol- 
eration; act of settlement. 
D Life and literature. 

1 Life: manner of life, dress and amusements of Cavalier 

and Roundhead. 

2 Literature: establishment of the Royal Society of Lon- 

don and its signifieancc ; King James's version of the 

Bible and its influence on the Englisli language; the 

first newspapers; Milton, Bunyan, Nczvton, Harvey. 

XXIV E.vpansion of Europe over the ivorld. The interaction 

of European influences on the rest of the world and of the world 

without on Europe itself. Study of the colonial world as a part 

of Europe and an influence on Europe rather than as a distinct 

pioneer civilization. 

A The expansion of Europe and European civilization. 

1 E.vplorations and settlements in America before James- 

town: (a) the Cabots and NortJi America; (b) zvhy 
England was last in the field: governmental support 
accorded to colonial enterprise later by England than 
by Spain or France; (c) early English attempts at 
colonization contrasted zvith Spanish and French col- 
onization with respect to: objects, regions settled, 
reasons for success. 

Map tvork: Map, shozving in different colors or by 
different markings, Spanish, French, Dutch, 
Swedish and English spheres of influence in 
America. 

2 The trading companies: English, Dutch, French. 

3 The struggle for the East in the eighteenth century: 

(a) decline of Portugal, rivalry of England, Holland, 
Spain and France; (b) struggle for India, Clivc and 



SYLLABUS IN HISTORY 45 

Dupleix, "black hole" of Calcutta, Plassey (1757), 
Australia, Spain in the Philippines. 
4 The conflict hetzueen French and English colonists and 
institutions in America. 
a Political, social and economic development of the 
English colonies (1700—50). 

Political developmoit: taxation, elections, free 
speech, defense of charters, attempts at union, 
specially in 164^ and 1754. 

Economic conditions, industries, artificial and 
natural restrictions on industry and commerce. 

Social development: population, immigration, 
expansion, increase, religion {specially " Great 
Azvakening"), education, literature, nezus papers. 
b Contrasts between French and English methods of 
colonisation in North America: political, religi- 
ous, social, economic. Contrast ivith specific 
reference to self-government in the English 
colonies and the paternalism of France in Nezv 
France. 
c Struggle betzveen France and England for A'orth 
America (1689— 1763). 

French explorations and settlements in the St 
Lazvrence and Mississippi valleys (1604— 17 18) ; 
Port Ro3'al in Acadia (1604); Champlain at 
Quebec (1608) ; La Salle and the Mississippi 
(1682); settlement of Louis'ana (1699); Xew 
Orleans (1718). 

Strength and zveakness of the French and of the 
English in 1734: (i) In Europe: military 
resources; attitude of each of the mother cojtn- 
tries tozvard her colonies; (2) In America: geo- 
graphic conditions; population; military re- 
sources; political, social, economic conditions. 

Expidsion of the French (1754—63) ; the " French 
and Indian War" ; (i) theater of war; lines of 
invasion; (2) causes and beginnings; (3) early 
failures of the English (1754—57) ; (4) new 
plans and leaders, and conquest of Canada 
(1757-60) ; Pitt; Wolfe; Quebec; (5) terms of 
peace ; geographic and political results of zvar to 
England, France, America, India. 



46 THE UNIVERSITY OF THE STATE OF NEW YORK 

5 Colonies of Portugal and Spain in America; type of colo- 

nies established. 

6 European influences in the new world; the heritage from 

the "old countries" ; ideas and institutions handed 
down from colonial times that shape American life 
today. 
B The reaction of zvorld expansion upon European ideas and 
institutions. 

1 Economic effects: introduction of new products; tobacco, 

new foods, etc.; greater supply of gold; center of 
wealth shifts to the north of Europe; the English 
channel as the gateway of Europe; new markets. 

2 Political effects: temporary ascendency of Spain; new 

causes for zvars; vent for surplus population; problems 
of colonial administration; growing importance of 
world commerce and nazml pozver; influence of the 
American Revolution on the pozver of George III. 

3 Social effects: reflex of colonial ideas and conditions in 

Europe (return of Vane as an example), (Thackeray 
— The Virginians). 

4 The American Revolution. 

a Causes; view of the thirteen colonies in lydo; the 
eighteenth century idea of the purpose and value 
of colonies; growth of an unconscious spirit of 
independence in the colonies, fostered by their 
ability to do for themselves, and the liberal " let- 
alone" policy of the English government ; the two 
ideas of representation; clash betzveen tJie nezv 
imperial policy and colonial interests after the 
French and Indian War ; the new policy of enforc- 
ing the old acts of navigation and trade; special 
occasions for the outbreak of hostilities. 

b The war: Saratoga as the turning point; part played 
by France, Holland, Spain. 

c Results of the Revolution: treaty of 178^; triumph 
of the democratic element in the English parlia- 
ment {Pitt, Burke, Fox etc.) ; results in later his- 
tory of the birth of a great democracy in America; 
influence of the underlying principles of the Decla- 
ration of Independence; the first great federal 
republic to be established oz'cr a large area. 



SYLLABUS IN HISTORY 47 

XXV Struggle for the balance of pozver in the eighteenth cen- 
tury. England under constitutional if not democratic government 
disputes in the " Second Hundred Years' War " with France, 
burdened by an autocratic and spendthrift monarchy, over the 
ascendancy in European affairs. The struggle revises the map of 
the world leaving England in possession of Canada and India. The 
exigencies of her world-empire, however, clashing with the interests 
and ideals of the thirteen colonies the " great blunder of the eigh- 
teenth centui-y," brings about the single great forcible schism of 
the British Empire. 

A The ascendancy of France and the age of Louis XIV. 

1 Richelieu and the establishment of the absolute mon- 

archy: (a) Richelieu: rise to power; character; aims; 
his relations with Louis XIII; {h) Richelieu and the 
Huguenots; (c) Richelieu and the nobles: how he 
destroyed their power and strengthened the monarchy ; 
the intendants ; {d) Richelieu and the Thirty Years' 
War; {e) Mazarin: causes of his unpopularity; revolt 
of the nobles and lawyers ; how he carried out Riche- 
lieu's work ; foreign policy; what is meant by an " abso- 
lute monarchy." 

2 Louis XIV (1643-1715) and his court: (a) Louis the 

man: early education and training; character, abilities, 
deficiencies and aims ; (h) Louis the king: idea of gov- 
ernment and of a king's pozver; zvhat he expected of 
the nobles; nezv royal palaces; occupations and amuse- 
ments at Versailles; (c) art and literature in the age 
of Louis XIV ; effect of Louis's paternalism. 

3 The people; Colbert and his reforms: (a) The people: 

their burdensome taxes; corruption of officials; (b) 
Colbert: his services to Mazarin; hozu he tried to 
lighten the burdens of the people; hozv lie encouraged 
industries, commerce and colonization; {c) Colbert 
and Louis XIV: differences in their aims; (d) The 
rez'ocation of the Edict of Nantes; its effect on the 
prosperity and foreign relations of France. 

4 France at the close of Louis XIV's reign; condition of 

the French people at the close of the zvars; how Louis 
XIV's reign prepared the zvay for the French Revolu- 
tion; the exhaustion of France, financial stress caused 
by the extravagance and zvars of Louis XIV, and by 
the corruption of the court under Louis XV. 



48 THE UNIVERSITY OF THE STATE OF NEW YORK 

Library and notebook topics: (a) Costumes in the age of Louis 
XIV; (b) Louis XIV's morning reception and toilet. 

B England's preparation for the struggle; the establishment of 
constittitional monarchy as the result of the revolution of 1688. 

1 Constitutional gains: muti^iy act; toleration act; bill of 

rights; acts of settlement; growth and organization of 
political parties; development of the cabinet. 

2 Closer union zmth Scotland and Ireland. 

3 Contrast between George III and George I and II. 

" George be a king " ; the Whig party ; leaders and prin- 
ciples; the Wilkes case ; attitude of the Whigs toward 
the efforts of George III to control parliament through 
political corruption; "King's friends"; effect on the 
power of the king of the American Revolution. 
C Struggle for the balance of pozver. 

1 The "Second Hundred Years' War" (1701-1815). 

2 The War of the Spanish Succession: causes; alliances; 

Marlborough and his campaigns ; treaty of Utrecht and 
its effect on France, Austria, Spain and Italy; England 
in Europe and America. 

3 The War of the Austrian Succession : the Pragmatic 

sanction ; conduct of Frederick the Great : Silesia. 

4 The Seven Years War (1756—63) : causes; new align- 

ment of allies ; France sides with Austria ; the position 
of Frederick the Great ; England tinder Pitt; Treaty 
of Paris (1763) ; effects m India and America. 
D France secures Lorraine (1766). 

Map of Europe in lySo showing the possessions of the various 
pozvers prior to the Napoleonic zvars. Map of the world showing 
the possessions of the various powers after the American 
Revolution. 

XXVI Rise of Russia and Prussia; the lesser European states in 
the eighteenth century. In the eighteenth century two new nations 
enter into the stream of European history; Russia under Peter 
and Catherine begins to adopt western manners ; the rulers of 
Brandenburg-Prussia extend their power north and south ; both 
of these powers with Austria cooperate in the spoliation of Poland. 
A The formation of the Russian empire; Peter the Great. 

I Russia before Peter the Great : the Slavic races and 
characteristics ; oriental influences on Russian char- 
acter and development ; Ivan the Terrible ; social and 
political condition of Russia at the accession of Peter. 



SYLLABUS IN HISTORY 49 

2 Peter the Great (16S9-1725): struggle for the throne; 

travels, amhit'wns and difficulties; Peter's western 
friends ; his character. 

3 Internal reforms of Peter the Great: army, nary; dress 

and customs; church; the neiv capital. 

4 The expansion of Russia in the eighteenth century. 

a In the Baltic: importance of the Baltic sea; its 
special value to Sweden, Denmark, Poland, Prus- 
sia, Russia; Charles XII of Sweden; decline of 
Sweden; battle of Pultowa ; Russia's footliold on 
the Baltic; St Petersburg. 

b In Turkey and on the Black sea: Peter's gain and 
loss of Azov; death of Peter the Great; his 
importance in Russian history; Catherine II 
(1762—96); her wars zvith Turkey and co)iqucst 
of the north shore of the Black sea. 

c In Poland: internal disorders and weakness of 
Poland; Catherine IPs share in the three parti- 
tions of Poland (1772, 1793, 1/95). 

d In Siberia : early explorations and settlements. 
•Map work : sketch map showing the gains in territory made by 
Russia in the eighteenth century. 

B The beginnings of the Prussian state (1640— 1740). 

1 The Hohenzollerns before 1640: how they acquired their 

three territories (Brandenburg. Prussia, Cleves) ; geo- 
graphic position of these territories and its future sig- 
nificance ; the task of the Hohenzollerns. 

2 Frederick William I. "The Great Elector" (i64o-S8) ; 

gain of territory by the Treaty of Westphalia; his posi- 
tion in his own lands and in Europe. 

3 How the Elector of Brandenburg acquired the title of 

" King in Prussia " ( 1701). 

4 Frederick William I, how he made Prussia a military 

state and a prosperous country ; foreign policy ; tobacco 
parliament ; good and bad side of his character. 

5 Frederick tJie Great (1740—86). 

a Frederick the Great in u'ar: his military genius; the 
Pragmatic sanction; the raid on Silesia; his 
struggle to retain it; characteristics of his foreign 
policy ; share in the first partitions of Poland. 



50 THE UNIVERSITY OF THE STATE OF NEW YORK 

b Frederick in peace: his youth and training; his 
friendships ; popularity ; measures for the zveJfare 
of his people; how "enlightened," how "a 
despot"? 

c Decline of Spain in the eighteenth century. 

d Italy in the eighteenth century: absence of national 

unity. 
e Austria: polyglot ; problems of Maria Theresa; effect 
of the great wars. 



SYLLABUS IN HISTORY 



Course B 

Major sequence 
Second year, first and second terms: 

WORLD HISTORY, 1789-1919 

I Problems of the period. 

A Political. 

1 Conflict between democracy and autocracy; meaning; 

how far the problem has been solved; work for the 
future. 

2 Creation of constitutions; representative political institu- 

tions; extension of the franchise; comparison of the 
world in 1789 with the world today on these points. 

3 Rise of nationalism, national imperialism and interna- 

tionalism. 
B Social and economic. 

1 The industrial revolution; its spread over the world; its 

effects. 

2 The rise of socialism ; how far applied today. 

3 The formation of labor unions; social and economic 

reforms ; efforts to abolish poverty ; humane legislation. 

4 Changes in transportation and communication. 

5 Growth of industry, banking and commerce. 
C Educational. 

1 The spread of intelligence and culture through state 

agencies ; public school systems and institutions of 
higher learning. 

2 Private endowments and institutions ; schools, colleges, 

universities, scientific research, museums, libraries etc. 
D Religious. 

1 Separation of church and state; religious freedom and 

the growth of toleration. 

2 Efforts to spread the Christian faith over the world. 

3 Federation of the Christian sects. 

4 Activities of the non-Christian religions. 

II The French Revolution (1789-99) and its influence on other 

peoples. 



52 THE UNIVERSITY OF THE STATE OF NEW YORK 

A Siirz^ey of the civilization of the world in i/Sp. 

1 The new regime in America: effects of the American 

revolution and the formation of a federal republic, the 
United States, upon the peoples and governments of 
Europe ; the rest of the New World still under the 
control of European powers. 

2 The old regime in Europe: England under the autocratic 

George III, a limited, constitutional monarchy, was 
destined to be the most redoubtable enemy of the 
French Revolution ; the 360 German states were united 
in the Holy Roman Empire and dominated by the two 
rival states, Prussia and Austria, the former under the 
absolute Hohenzollern king, Frederick William II, and 
the latter under the benevolent despot, Joseph II ; 
Russia was under the sway of Catherine II ; Italy was 
a collection of petty states ; so-called federal republics 
existed in Holland and Switzerland; a republic whose 
head was an elective king in Pt)land; aristocratic 
republics in Venice and Genoa and the free cities in 
the Holy Roman Empire. Europe was aristocratically 
organized with scarcely a trace of what we call democ- 
racy. The masses, who were peasants, were crushed 
with taxes, discriminated against by laws and customs. 
had no opportunities for education and enjoyed no 
share in government. Serfdom was widely prevalent. 
" Benevolent despots " attempted reforms from above 
but with no premanent success. No honor existed 
among the monarchs ; aggressive wars were numer- 
ous, and force was the order of the day. Religion 
controlled by the state. 

3 Africa and Asia were still outside the influence of Euro- 

pean civilization, with the exception of a few trading 
posts and settlements. 
The general treatment of the character and purpose of the French 
Revolution will be as follows : 

1 Attempts to reform France under a benevolent despotism 

(1774-89). 

2 France under states general, national assembly and 

legislative assembly (1789—92). 

3 The convention (1792-95). 

4 The directory (1795—99). 



SYLLABUS IN HISTORY 00 



B Description of the old regime in France. 

1 Government: absolute monarchy; the king ruled by divine 

right; his will was law and he was the source of all 
justice and honors; he levied taxes and spent them as 
he pleased ; he controlled the expression of thought by 
censorship of the press and books; king assisted by 
five royal councils ; various systems of law ; local gov- 
ernment in hands of 36 intendants appointed by the 
king ; government was inefficient, complicated, unscien- 
tific, corrupt and oppressive. 

2 Society based on principle of inequality; three classes. 

clergy, tiobility and the third estate; privileged and 
unprivileged classes — $00,000 in the former and 
24,500,000 in the latter; subdivision of the social 
classes into higher and lower clergy, old and new 
nobility, and middle class and common people. The 
royal court of 18,000 people at Versailles. Absenteeism. 

3 The church, rich and pozverfid, collected $100,000,000 in 

tithes and feudal dues, and invited criticism by the 
neglect of its obvious duties. Wealth and worldly 
character of the higher clergy, poverty and discontent 
of the lower clergy. 

4 The nobles, a privileged class, exempt from many taxes 

and enjoying special feudal and hunting rights, were 
hated for their selfishness and greed. Nobility of the 
sword and nobility of the robe. Discontent of the 
provincial nobility. Evils of absenteeism ; Vendee and 
Brittany an exception. 

5 The third estate was unprivileged and subdivided into 

the bourgeoisie (middle class), the artisans, and the 
peasantry. The bourgeoisie comprised all who were 
not manual laborers — lawyers, physicians, teachers, 
bankers etc. ; wealthy and powerful ; desired social and 
political reforms. The artisans numbered about 
2.500,000, lived in the towns and cities, were organized 
in industrial guilds. The peasants numbered about 
20,000,000 and paid about 80 per cent of their earnings 
to the state, the church and the nobles. All were free 
except about 1,000,000 serfs. Reasons for discontent 
in the third estate. 



54 THE UNIVERSITY OF THE STATE OF NEW YORK 

6 Industrially, France was predominantly an agricultural 

state; industries in the towns and cities ; labor guilds ; 
monopolies ; internal customs duties. 

7 Education in the hands of the clergy; the press; books. 
C Abuses and evils of the old regime. 

1 Injustice, inequality and inefficiency of the absolute gov- 

ernment; lack of uniform laws and administration; 
lettres de cachet; arbitrary and unfair system of taxa- 
tion — faille, gahelle, excise tax on wine, etc. ; oppres- 
sion of governmental officials ; favoritism, corruption 
and extravagance; no local self-government; no politi- 
cal liberty. 

2 Surznval of many medieval feudal abuses; feudal abuses 

of the nobility and higher clergy without correspond- 
ing services. 

3 Economic evils: lack of good roads, of freedom of labor 

and of commerce ; pauperism, poverty and hardships 
of the peasants and parish priests. 

4 Restrictions on religious, intellectual, civil and political 

liberty. 

5 A summary of the abuses and evils of the old regime. 

Library and notebook topics: (a) Life in Paris before 
1789; (b) Court life at Versailles under Louis XVI; 
(c) Origin and justification of the system of privi- 
lege; (d) The courts of law; (e) The operation of a 
lettre de cachet; (/) Arthur Young's trips to France. 
D Growth of a revolutionary spirit before 178^: positive forces. 

1 TJie " parlements" of the eighteenth century: how they 

called attention to flagrant evils and proposed " funda- 
mental laws " ; report of the Cour des Aides. 

2 Influence of English writers and English history. 

3 The destructive and constructive residts of the writers: 

Montesquieu's The Spirit of Laws; attack on every 
form of tyranny by Voltaire; Social Contract, Rous- 
seau ; Diderot, Quesnay etc ; the new school of 
economists. 

4 Effects of the American Revolution, the state constitu- 

tions and the federal constitution. 

5 How a conscious desire for liberty, equality and fraternity 

developed in France. 



SYLLABUS IN HISTORY 55 

E Attempts at reform under Louis XVI down to 1789. 

1 Louis XVI's character and lack of qualifications for lead- 

ership; his marriage to Marie Antoinette. 

2 Critical condition of national finances; threats of national 

bankruptcy. 

3 Turgot's financial policy and economic reforms (iy/4-~ 

76) ; the hostility of all classes forced his dismissal. 

4 Necker's attempted reforms (1776—81) ; Calonne (1783- 

87) ; Assembly of the Notables (1787) ; Brienne. 

5 Rebellion of the parlement of Paris, the first signifi- 

cant instance of resistance to royal tyranny; recall of 
Necker. 

6 The states general summoned to meet at Versailles May 

I, 178^; its history and character; how elected; the 
cahiers and their historical significance. 
F France under states general, national assembly and legisla- 
tive assembly, iySg-92. 

1 Beginnings of the Revolution and the destruction of the 

old regime. 

a Opening of the states general, May 5, 1789; struggle 
over organization and voting ; Sieyes' pamphlet ; 
Mirabeau; popular optimism and royal indecision; 
third estate declared itself the national assembly 
on June lyth; famous tennis court oath of June 
20th; king legalized the national assembly on June 
27th and it adopted the title constituent assembly 

b Royal reaction and dismissal of Necker July nth 
answered in Paris by the storming of the Bastile 
July 14th and in rural districts by popidar out- 
breaks against feudalism; establishment of the 
national guard in Paris ; a new flag. 

c Social revolution of August 4th; Count of Artois 
and reactionary courtiers fled from France. 

d Popular suspicion of the king and queen ; scarcity 
of bread ; mob of women inarch from Paris to 
Versailles October ^th and 6th; royal family 
forced to remove to Paris ; assembly followed. 

2 Making of a new constitution for France. 

a Determination to have a constitution revealed in the 
tennis court oath. 

b Declaration of the rights of man proposed by Lafay- 
ette in imitation of American usage; contents. 



THE UNIVERSITY OF THE STATE OF XEW YORK 

c The constitution was slowly elaborated by the adop- 
tion of articles during 1789, 1790 and 1791 ; revised 
and codified as a single document in 1791 and 
accepted by the king; two fundamental principles: 
sovereignty of the people and separation of 
powers; France a constitutional monarchy ; powers 
of the king; a suspensive veto; legislature a single 
chamber; limited franchise; an elective judiciary; 
8^ departments for local government ; defects of 
the constitution. 

d Other important legislation ; confiscation and sale of 
the church lands; civil constitution of the clergy; 
the nonjurors ; the assignats or paper money. 

e Continued flight of the nobles; flight of the king 
June 20, 1791; effect — the creation of a republi- 
can party; unpopularity of Marie Antoinette. 

/ Constituent assembly adjourned September 30, 1791 ; 
the self-denying ordinance. 
3 Progress of the revolution under the legislative assembly 
(October i, lypi—Septembcr 20, 1792). 

a Character of members; hostility of Jacobins and 
Girondists. 

b Decree against the nonjuring priests vetoed by the 
king; rebellion in the Vendee; decree against the 
emigres vetoed by the king; abolition of the terms 
** Sire " and " Your Majesty " in addressing the 
king; decline of the assignats; increase of the 
legislative power at the expense of the executive. 

c Opposition to the revolution outside of France; Dec- 
laration of Pillnit:: August 27, 1791 ; its effect on 
popular feeling in France ; parties unite to declare 
war on Austria April 20, 1792; Rcibespierre's 
opposition; "the country in danger" decree; 
Jacobin outbreak against the king June 20, 1792; 
Manifesto of the Duke of Brunszvick July 25, 
1792; the "Federates" of July 14, 1792 and the 
Marseillaise. 

d Insurrection of August 10, 1792 and its results; the 
revolutionary commune of Paris; suspension of 
the king ; a constitutional convention called ; uni- 
versal franchise proclaimed. 



SYLLABUS IN HISTORY 57 

e Foreign invasion produces panic in Paris ; Marat and 
the press ; Commune organizes the September 
massacres; Prussians checked at Vahny Septem- 
ber 20, 1792. 
G France under the national convention (1792-95) ; the first 

republic . 

1 Parties and leading men in the convention. 

2 That " royalty is abolished in France " unanimously voted 

September 21, 1792 and the French republic decreed; 
the " Year I " ; trial and execution of Louis XVI. 

3 A committee of general security, a committee of public 

safety, and a revolutionary tribunal created to save the 
republic from internal enemies ; an army of 300,000 
voted to meet the foreign foes — Austria, Prussia, Eng- 
land, Russia, Spain, Holland and the German and 
Italian states ; victories and conquests of the " volun- 
teers of iyp2"; Dumouriez ; how the revolutionary 
ideas were spread into other countries. 

4 Civil zvar threatened by the struggle betzveen the bour- 

geoisie and the proletariat, the Girondists and tlie 
Jacobins; insurrection of June 2, 1793 organized by 
the commune, expelled the Girondists from the con- 
vention ; Girondists supported by 60 out of 83 
departments. 

5 Democratic constitution of i/pj drawn up by the con- 

vention to placate discontented factions ; provisions ; 
provisional suspension. 

6 Meanwhile government of France in hands of a strong 

provisional government ; branches ; committee of gen- 
eral security, committee of public safety, revolutionary 
tribunal and representatives on mission; purpose and 
activity of this governmental machinery ; system based 
on fear ; famous law of " suspects " ; terror the order 
of the day; execution of the queen October 16, 1793; 
the radical commune dominated the convention ; repub- 
lican calendar and worship of reason; Danton advo- 
cates moderation ; his arrest and execution ; dictator- 
ship of Robespierre ; festival of the Supreme Being 
June 8, 1794; the lazv of Prairial and ''The Great 
Terror " ; overthrow and execution of Robespierre July 
27, 1794 ; reaction. 



S8 THE UNIVERSITY OF THE STATE OF NEW YORK 

7 The convention framed the constitution of the " Year 

III" (1795) ; cb bourgeois republic; legislature of two 
houses; the directory; decrees of the two-thirds ; out- 
break of October 5, 1795 ; Bonaparte's " zvjiiff of grape 
shot"; convention dissolved October 26, 1795. 

8 Peaceful achievements of the convention; metric system; 

codification of laws; system of primary and secondary 
education; the normal school, polytecJinic school, law 
and medical schools of Paris, conservatory of arts and 
crafts, the national archives, the museum of the 
Louvre, the national library and the institute. 
Library and notebook topics: (a) Thomas Jefferson 
in France; (b) Benjamin Frankhn in France; 
(c) Expulsion of the Jesuits from France; (d) 
What people in England thought of the revolution 
in France; (e) The life of Lafayette; (/) The 
trial of Louis XVI; (g) Why the French hated 
Marie Antoinette; (h) The life of Mirabeau, Dan- 
ton and Robespierre compared; (i) Changes in 
dress and address under the convention; (/) Life 
of Charlotte Corday. 
H The Directory (October 27, 1795— November 19, 1799). 

1 Prussia, Spain and Holland had made peace with the 

convention ; the Batavian republic. 

2 France still at war with England, Austria, Piedmont and 

the lesser German states ; campaign against Austria led 
by Generals Jourdan and Moreau north of the Alps and 
General Bonaparte through northern Italy. 

3 Napoleon Bonaparte: nationality; early life; education; 

at siege of Toulon; attitude toward the revolution; 
marriage; personal appearance and habits ; his oppor- 
tunity in 1795; his first campaign in Italy ; Sardinia 
forced to make peace in May 1796; Austrians driven 
out of Italy ; fate of Venice ; treaty of Compo Formio 
(October 1797); Bonaparte's return to Paris; sent to 
Egypt May ip, lygS to attack England, the only re- 
maining enemy of France ; experiences and cause of 
failure; his return to France. 

4 Unpopularity of the directory; Austria and Russia 

joined England in a new coalition against France; 



SYLLABUS IN HISTORY 59 

French driven out of Germany and Italy and new 
invasion of France threatened ; coup d'etat of General 
Bonaparte on November p and lO, i/pp; Directory 
overthrown; popular approval; consulate established. 
Ill The Napoleonic era (1799-1815) and its world results. 
A The consulate (1799-1804). 

1 The constitution of the year VIII (1799); authorship,^ 

executive power in hands of three consuls ; Napoleon 
first consul and real head of the new republic ; council 
of state, legislative body and senate; prefects; sub- 
prefects and mayors; fiction of popular government 
kept up, but Bonaparte was a real sovereign. 

2 War against the second coalition ; Moreau sent to attack 

the Austrians on the Rhine ; Bonaparte's second Italian 
campaign ; Marengo and Hohenlinden ; Treaty of Lune- 
ville February g, 1801 zvith Austria; Treaty of Amiens 
March 1802 zvith England; new boundaries for France. 

3 The interval of peace (1801— 3); reconstruction of 

French institutions; the fruits of the revolution 
accepted ; Napoleon championed equality and frater- 
nity but was the enemy of liberty in every form ; 
policy of conciliation toward all factions and parties; 
liberal treatment of nonjuring priests and emigres; 
concordat zvith the pope; church controlled by the 
state ; system of national education reorganised; pub- 
lic improvements; royalist plots and conspiracies ; exe- 
cution of the Duke d' Enghien ; colonial projects; sale 
of Louisiana to the United States (1803). 
B The Napoleonic empire (1804—15). 

1 In 1802 Napoleon made consul for life zvith the right to 

name his successor. 

2 To meet " the interests of the French people," the Senate 

approved a new constitution making Napoleon emperor 
of the French in 1804. " I found the crown of France 
lying on the ground and I picked it up with my sword." 
Napoleon took Caesar and Charlemagne as his models; 
how old Europe regarded the new emperor; his court. 

3 The empire a period of uninterrupted zvar; general 

causes; England the constant enem.y; sea power versus 
land pozver ; renewal of war with England (May 
1803) ; Malta; Hanover seized; coast blockade; prepa- 



6o THE UXIVERSITV OF THE STATE OF NEW YORK 

rations to invade England; Napoleon weak on the 
ocean; Battle of Trafalgar (1805) ; England builds up 
a nezv coalition with Russia, Austria and later Prussia. 
/if Napoleon's imperial campaigns {180^-7) : (a) against 
Austria (1805); capitulation of Ulm ; Battle of Aus- 
terlitz; end of the Holy Roman Empire; Francis II as 
"Emperor of Austria"; the Confederation of the 
Rhine; {b) against Prussia (1806); Battle of Jena; 
(c) against Russia (1807) ; Battle of Eylau; terms of 
the Treaty of Tilsit. 

5 Napoleon's " continerttal system": purpose; difficulty in 

execution ; its effects on European powers. 

6 National uprisings against Napoleon (1808—12). 

a The Spanish revolt (1808—9); importance of Spain 
and Portugal to Napoleon's plans ; Joseph's 
troubles ; Napoleon in Spain ; how the opposition 
to Napoleon in Spain differed from previous 
opposition. 

b The Austrian revolt (1809) ; Austria's hopes; Battle 
of Wagram ; Napoleon's second marriage; his 
annexations; his position in Europe in 1810; ele- 
ments of weakness in his empire. 

c Opposition of Russia; Napoleon's invasion of Russia 
(1812) ; purposes; causes of failure; effects on 
Napoleon's power. 

d Uprising in Prussia (1813) ; social and military 
reforms in Prussia; Frederick William Ill's proc- 
lamations ; beginnings of the " War of Liberation." 

7 The dozvnfall of Napoleon (1813-15). 

a Battle of Leipsic (1813) ; its importance for Napo- 
leon and Europe. 

b Elba (1814) ; invasion of France by the allies; 
exhaustion of France ; desertions from Napoleon ; 
Napoleon's abdication; the Congress of Vienna; 
how Napoleon lived at Elba; the first restoration; 
the charter of 1814; opposition to the Bourbons. 

c Waterloo (1815) ; Napoleon's return and reception; 
the " hundred days " ; the army of Napoleon ; the 
"Acte additionel"; Battle of Waterloo (June 18, 
1815) ; Napoleon's second abdication; the treaties 
of Paris; the second restoration. 

d St Helena (1815-21) ; how Napoleon passed the days 
of his exile; his character; his place in history. 



SYLLABUS IN HISTORY ^^ 

C Permanent contributions of the French Revokttion and Napo- 
leonic era to the world's civilization; political, social, indus- 
trial, educational, religious. • 
IV The period of reaction; rcsforations and repression (1815-4^). 
A Metiernichism. 

1 The life and ideals of Metternich. 

2 His attitude toward the French Revolution. 

3 His theory of government and political methods. 

B The Treaty of Paris (1814) ; its provisions and importance. 
C The Congress of Vienna and its tvork (1814-15). 

1 Leading representatives present; its character; methods 

of zi'ork. 

2 Difficidty of its problems; "legitimacy" and "compen- 

sations," the principles on zvhich its settlements zvere 

based. 

3 Commandbig position of Austria; hozc Talleyrand 

secured the recognition of France as a great pozver. 

4 Prohibition of slave trade the chief constructive reform. 

5 Settlements; The Germanic Confederation; the Italian 

states; the Netherlands; Szi'it::erland; the Scandma- 
vian states; Poland and Saxony; colonial adjustments. 

6 Disregard of democracy and nationalism; undoing of the 

zvork of the congress during the foUozving century. 
D International alliances and congresses to prevent revolutions 
and to preserve the peace of Europe. 

1 The Holy Alliance (September 26, 1815) ; its purpose 

and effects. 

2 The Quadruple Alliance (November 20, 1815) ; its pro- 

visions. 

3 Congresses: Aix-la-Chapelle (1818); Troppau (1820); 

Laibach (1821); Verona (1822). 

4 Systematic repression of liberalism: the protocol of 

"Troppau (1820); the doctrine of intervention; Eng- 
land's attitude ; France. 
E The Bourbon restoration in France (1814-30). 

1 Louis XVIII and the charter (1814). 

2 Ultra-rovalism and the " white terror." 

3 Charles X (1824-30) ; the clergy and the nobility. 
F The Bourbon restoration in Spain. 

1 Ferdinand VII (1814-33) suppressed the constitution of 

1812. 

2 Press gagged; liberals imprisoned; inefficient and tyran- 

nical rule. 



62 THE UNIVERSITY OF THE STATE OF NEW YORK 

G Portugal was under the control of England, and Italy was 

dominated by autocratic Austria. 
H Reaction in England under the rule of the old Tories 

(1815-30). 

1 British government reactionary at home, but liberal 

abroad. 

2 Powers and influence of the nobility; inclosures and the 

corn laws ; the established church. 

3 Inadequacy of the representative system; true interests 

of the people neglected. 

4 Adoption of repressive measures; the Six Acts (1819). 
I Russia 

1 Alexander I (1801—25) abandons experiments in liberal 

administration. 

2 Continued reaction under Nicholas I (1825-55). 
J Maintenance of autocracy in central Europe. 

1 Austrian dominions ; Metternich's political laboratory; 

Austria's power in Europe. 

2 Prussia under Frederick William III (i 797-1840). 

3 The German Confederation; why formed; zveaknesses of 

the central government; the Carlsbad decrees (1819) ; 
government in the small German states. 
K General conclusions; why autocracy tvas being undermined 
everywhere. 
V The industrial revolution and the groivth of democracy 
(1815-48). 
A The industrial revolution ; its importance; hoiv it differed from 
American and French Revolutions ; conditions in agri- 
culture and industry which preceded it. 

1 Started in Great Britain ; then spread to the United 

States, France, Germany and other parts of the world ; 
still in progress. 

2 Causes: discovery of nezv forces and processes and 

mechanical inventions; water frame, coal, iron, steam 
and electricity. 

3 Principal mechanical improvements: spinning and weav- 

ing — Kay's fly-shuttle (1738), Hargreaves's spinning 
jenny (1770), Crompton's spinning mule (1779), 
Cartwright's power loom (1785) and Whitney's cotton 
gin (1792) ; in the use of steam — Watt's steam engine 
(1769), Fulton's steamboat (1807), Trevitnick's loco- 



SYLLABUS IN HISTORY 63 

motive (1803), Stephenson's locomotive, London 
Times printing press (1814) etc.; in transportation 
— canals, railroads, steamships; in the use of elec- 
tricity — Morse's electric telegraph (1832). 

4 Economic effects: expansion of industry and commerce; 

foundation of England's supremacy ; capitalism and 
the factory system; increase of zvealth. 

5 Social effects: growth of cities ; degradation and oppres- 

sion of the laborers; woman and child labor; rise of 
socialism. 

6 Political effects: people demand rights and larger share 

of government ; policy of repression followed by that of 
noninterference ; in England parliamentary refonn 
(1832), municipal self-government (1835) ^^^ repeal 
of the corn laivs; in France revolutions of 1830 and 
1848; in Germany economic union through the Zoll- 
verein (1833) ; and in the United States a nezv nation- 
alism through the agricultural development of the 
South, immigration and manufactories in the North, 
and turnpikes, canals and railways opening up the West. 
B The political revolutions. 

1 Revolution in Spain (1820) ; constitution of 181 2 

restored ; inquisition and religious orders suppressed ; 
clerical counter-revolution ; Congress of Verona voted 
to intervene (1822) ; French army restored absolutism 
(1823). 

2 Revolt of most of the Spanish-American colonies betzveen 

1804 aud 182 j. Causes: American, French and Span- 
ish revolutions ; corrupt and inefficient Spanish colonial 
rule. Established republics patterned after the United 
States; European despots determined to crush the 
revolution in the colonies; opposition of Great Britain; 
the Monroe Doctrine issued in 182^ to protect demo- 
cratic institutions in the Nezv World. 

3 Revolution in Portugal (1820) ; causes and results, 

Brazil became an independent empire in 1822, a 
republic in 188 p. 

4 Revolutions in Italy: in Naples (1820) inspired by the 

Spanish revolt ; Carbonari ; crushed by Austrian 
troops; in Piedmont (1821), suppressed by Austrian 
and Russian armies. 



64 THE UNIVERSITY OF THE STATE OF NEW YORK 

5 The Greek Revolution (1821-29): rebellion against the 

Turks in 1821 ; enthusiasm of European peoples; inter- 
vention of Russia, England and France; a nezv policy; 
naval battle of Navarino; withdrawal of England; 
Russia defeated the Turks ; Treaty of Adrianople and 
independence of Greece (1829) ; beginning of the near 
eastern question. 

6 The Revolution of 1830: reasons for its appearance first 

in France ; the July revolt and the overthrow of 
Charles X ; why the central powers under Metternich 
did not intervene; new constitution; rule of Louis 
Philippe (1830-48). Spread of the revolution over 
Europe : causes ; results ; Belgium separated from Hol- 
land and its independence guaranteed by the powers; 
Polish movement crushed by Russian autocracy ; futile 
uprisings in Germany and Italy because of predom- 
inance of Austria; aided the great reform bill in 1832 
in England and the emancipation of slavery in her colo- 
nies in 18^3; in the United States the triumph of the 
new democracy of the Middle West in the election of 
Andrew Jackson; political reforms and the growth of 
abolition societies. 

7 The Revolution of 1848 : persistence of the principles and 

ideas of the earlier revolutions ; why it broke out in 
France; arbitrary rule and zceak foreign policy of 
Louis Philippe; Guizot; political parties; the Social- 
ists; Louis Blanc; fusion of all parties against the 
despotism of the king; " reform banquets " ; the Feb- 
ruary outbreak ; overthrow of Louis Philippe ; the con- 
stituent assembly; the second republic (1848—52), first 
phase: problems of the working class; second phase: 
the " Jxine Days" and the triumph of the middle class; 
the new constitution; election of Louis Napoleon as 
president. 
Spread of the revolution over Europe ; in Prussia; Berlin 
riots; the constitution of 18^0; effort to make Ger- 
many a republ'c or a limited constitutional monarchy; 
the Frankfort parliament ; liberal movement thwarted 
by Austria and Prussia; in the Hapsburg dominions 
conflict between democracy and nationalism ; revolts in 
Vienna, Hungary, Bohemia and Italy; political changes 



SYLLABUS IN HISTORY 05 

and social reforms; accession of Francis Joseph; 
revolts put down by force and ahsoliitis>n restored; 
beginnings of constitutional government in Sardinia 
(1848); the Hungarian constitution (1848). 
The Chartist movement in England ; the people's parlia- 
ment and second petition in 1848; movement sup- 
pressed; the new Dutch constitution of 1848; how the 
revolutions of 1848 affected the United States; German 
migration to the United States. 
General conclusions ; where the revolution of 1848 suc- 
ceeded and where it failed ; reasons. 
]\Iap work: ]\Iap of Austria-Hungary showing the vari- 
ous races. 
Library and notebook topics: (a) The national workshops 
in Paris; (b) Louis Blanc; (c) Students in the German 
revolution of 1848; (d) The life and services of Carl 
Schurz ; (e) Louis Kossuth. 
C Period of formation of constitutions. 

1 In the United States: the state constitutions; the federal 

constitution; their effect on Europe and the rest of tJie 
world; Latin-American constitutions. 

2 In France : comparison of the revolutionary constitu- 

tions of 1 791, 1793 and 1795; the Napoleonic consti- 
tutions; the charter of 1814; the constitution of 1830; 
and the constitution of 1848; significance of all these 
changes ; effects on other countries. 

3 In England the great reform bill of iSj;2. the municipal 

reform act of 1835 ; Lord Durham's Report on Canada 
— " the Magna Charta of the colonies '' — led to respon- 
sible government in all British white colonies. 

4 In the Iberian peninsula the constitution of 1812 the basis 

for liberalism; restored in Spain in 1820: the consti- 
tution of 1834; the Portuguese constitution of 1822; 
the constitution of 1834. 

5 In Ital}- : the constitution of 1820 in Naples ; constitution 

of 1848 in Sardinia; constitutions of 1848 in the 
republics of Venice, Florence and Rome ; the Sardin- 
ian constitution the basis for modern Italy. 

6 In central Europe: constitution of the German Confed- 

eration (1815-67) compared with the American 
Articles of Confederation; the Zollverein (1818-42); 
liberal constitution for a federal empire (1848) ; radical 



^ THE UNIVERSITY OF THE STATE OF NEW YORK 

constitution proposed for Prussia (1848) but replaced 
by a constitution granted by the king (1850) ; a liberal 
constitution granted to Hungary (1848) ; the Austrian 
imperial constitution (1848) ; constitutions in the small 
German states in 1848; swept away by reaction. 

7 In the small European states : Denmark granted a con- 

stitution by the king in 1849; Belgian constitution of 
1831 ; the Dutch constitution of 1848; Swiss constitu- 
tion of 1848. 

8 General conclusions. 
D The rise of socialism. 

1 Impetus from the French Revolution for the reconstruc- 

tion of society ; effect of the later revolutions ; eft'ect of 
the industrial revolution; Babeuf. 

2 The Utopians : Saint-Simon, fought in the American 

Revolution and helped in the French Revolution; his 
New Christianity urged a new system of society; 
Chaides Fourier, his scheme of communal living; the 
Brook Farm in America; Robert Owen devoted his life 
and fortune to social reforms ; his communistic colo- 
nies ; his New Harmony Colony in Indiana in 1825; he 
coined the word " socialism." 

3 Louis Blanc (bi8ii-d82) wrote "The Organization of 

Labor " in 1839, urged the state to create " social work- 
shops " in the revolution of 1848. 

4 Karl Marx (b i8i8-d 83), the father of modern socialism, 

and Friedrich Engels (bi82o-d95) wrote the famous 
"Communist Manifesto " in 1848 — "the birth-cry of 
modern socialism " ; Marx expelled from Germany in 
1848; his later life; Das Kapital; the "International." 

5 Spread of socialistic ideas among the zuorking class; its 

social and political restdts. 

6 Anarchism and syndicalism; Proudhon; Bakunin. 

"E Social, economic, religious and educational reforms in Great 
Britain. 
I Reforms under the Tories to 1830; revision of the crim- 
inal code in 1823 and the death penalty replaced by 
milder punishment in about one hundred cases ; law 
permitting workingmen to organise to fix tvages and 
hours of labor but not to strike; disabilities of Non- 
conformists removed (1828) ; Catholic emancipation 
act of i82p; Irish relief act (1838). 



SYLLABUS IN HISTORY fij 

2 During ike Whig ministries (1830—41) and the Peel min- 

istry (1841-46): abolition of slavery (1833); penny 
post (1840); tJie factory act (1833); the poor lazu 
(1834); employment of boys, girls and women in 
mines prohibited (1842) ; ten hour act (1847) 5 repeal 
of the corn laws (1846) ; significance of these reforms; 
voting national funds for public education. 

3 Contrast betzveen the era of reform in England and con- 

ditions in continental Europe where revolutions and 
nezv constitutions measure the progress of reforms. 

F In the United States there arose a new sense of respon- 
sibility of the national and local governments for the 
general welfare of the people; rise of governmental, 
charitable and correctional institutions; laws releasing 
debtors; temperance societies; growth of abolition 
societies; lazvs to protect children and zvorkers ; organi- 
sation of missionary societies; the opening of institu- 
tions of higher education to women; public school 
systems and state universities. 

G Hozu all these forces helped democracy to undermine autoc- 
racy. 
VI The development of nationalism (1848-70). 

A Nationalistic strivings before 1848. 

1 Nationalism a factor in the overthrow of Napoleon. 

2 The Congress of Vienna ignored the principle of nation- 

alism; Metternichism ; hostility of the autocratic rulers. 

3 Distinct efforts for national unity in the various revolu- 

tions in France, Germany, Italy, Greece, Belgium, 
Poland etc. 

4 The patriotic literature, especially in Germany and Ital}^ 

5 Secret societies like the Carbonari and the Burschen- 

scJiaft. 

6 Disastrous effects of race nationalism in the revolution 

of 1848 in Austrian Empire in defeating democracy. 
B France under Louis Napoleon (1848—71). 

1 Brief review of the history of France from 181 5 to 1848. 

2 The second French republic (1848-52) : election of Louis 

Napoleon as president ; his previous career and ideas ; 
champion of law, order and nationalism ; old-age pen- 
sions for workingmen (1850) ; economic interests of 
middle class protected ; privileges of Catholic clergy 



68 THE UNIVERSITY OF THE STATE OF NEW YORK 

restored; law restricting franchise (18^50) opposed l>y 
Louis Napoleon : C(?up d'ciat of December 2 18 ji 
approved by popular plebiscite; the new constitution 
promulgated January, 1852. 
3 The second empire (1852-70) : December 2, 1852 Louis 
Napoleon became Emperor Napoleon III ; period of 
popularity of the second empire (1852-60); working- 
men permitted to organize cooperative societies (1863) 
and the legal right of labor unions to strike recognized 
(1864); free trade and commercial prosperity; begin- 
nings of a French empire — Algeria (1857), Cochin 
China and Annam (1858), Cambodia { 1863), Mexican 
enterprise (1861-67) ; the Crimean War (1854-56; 
Italian intervention (1859) \ ^''se of clerical and repub- 
lican hostility to Napoleon III ; revised constitution 
of 1870; public improvements and peaceful achieve- 
ments; war with Germany to preserve the seconil 
empire; defeat and overthrow of Napoleon III. 
C The unification of Italy. 

1 Preparation for the unification of the Italian states ; the 

work of Napoleon ; the futile national uprisings against 
Austria in 1830 and 1848; the Carbonari; the projects 
of Mazzini and Gioberti ; Charles Albert of Sardinia 
and the constitution of 1848. 

2 Cavoiir's tvise planning for a successful unification: [a) 

military and economic participation in the Crimean 
War ; preparation of Sardinia for leadership under 
Victor Emmanuel (1849-78) ; {b) the cooperation of 
all Italian states under Victor Emmanuel; (c) military 
alliance ivith France under Napoleon III to driz'c Aus- 
tria out of Italy; how these plans were accomplished. 

3 77.U' Austro-Sordinian War (1859); how Cavour forced 

Austria to declare war; congress proposed by Russia 
and England to settle Italian affairs; Franco-Italian 
victories; Franco-Austrian peace of Villafranca (July 
Ti. 1859) ; Lombardy granted to Sardinia; Savoy and 
Nice ceded to France (March 24, i860). 

4 The second step in unification: Garibaldi conquered 

Sicily and Atopics; Victor Emmanuel marched by land 
to Naples ; a plebiscite added the two Sicilies to the 
kingdon] of Sardinia ; Victor Emmanuel II proclaimed 



SYLLABUS IN HISTORY 69 

king of Italy by the first Italian parliament at Turin 
February iS, 1861. 

5 Tlie third step in unification: as compensation for alli- 

ance with Prussia in the Austro-Prussian War of 1866, 
Italy secured Venetia. 

6 The fourth step in unification: during the Franco-Prus- 

sian War the Italians took Rome and by a popular 
plebiscite annexed it to Italy and proclaimed it as the 
capital. 

7 The fifth step: the entry of Italy in the zuorld 2var in 

1Q16 to complete her national unity on the Austrian 
frontier. 
D The unification o'f Germany under the leadership of Prussia 
and Bismarck. 

1 Preparation for German nationalism: zveokness of the 

German confederation; growth of German liberalism 
culminating in the revolution of 1830 and especially in 
the revolution of 1848; the failure of the Frank- 
fort parliavtent to create a constitutional state in Ger- 
many; the Zollvercin and its unifying influences ; 
beginnings of the industrial revolution ; the gradual 
ascendancy of Prussia over Austria as the controlling 
pozver in German political and industrial affairs; the 
effect of the unification of Italy; the accession of Wil- 
liam I as king of Prussia (1861) ; army reforms; Bis- 
marck appointed prime minister of Prussia (1862). 

2 Bismarck's plans for the unification of Germany under 

Prussian leadership: (a) to create a powerful military 
machine in Prussia; his arbitrary treatment of parlia- 
ment; (b) to use the army to increase Prussia's polit- 
ical power and territory ; policy of " blood and iron " ; 
(c) to drive Austria out of German politics; (d) to 
tmite Germany under Prussian rule; (e) to make 
Prussianized Germany the dominant power in Europe. 

3 War with Denmark over Schlesivig-Holstein (1864) : 

causes ; attitude of European powers ; why Austria 
joined Prussia in the war ; division of the spoils of 
war. 

4 Austro-Prussian War (1866). Bismarck's agreement 

with Napoleon III and the treaty of alliance with 
Italy; causes of the war; SoiUh German states; easy 



yO THE UNIVERSITY OF THE STATE OF NEW YORK 

Prussian victory ; Treaty of Prague (August 23, 1866) ; 
terms ; formation of the North German Confederation 
(1867) ; its constitution; alliance with the South Ger- 
man states ; the consoHdation of the institutions of the 
new federal state. 
5 The Franco-Prussian War (1870-71): causes; the Ems 
dispatch; German successes; Treaty of Frankfort 
(May 10, 1871); terms; seizure of Alsace-Lor- 
raine; the indemnity ; coronation of William I as em- 
peror of Germany at Versailles, January 18, 1871 ; 
formation of the German Empire; constitution; terms 
under which the South German states entered the 
union; Prussianisation of the German Empire; Jiege- 
mony of the German Empire in Europe. 
E Formation of the dual monarchy of Austria-Hungary. 

1 Composite racial character of Austria-Hungary ; com- 

parison Vv'ith other European nations ; no national unity 
or patriotism; Metternich held in check all strivings 
for democracy and nationality before 1848. 

2 Revolution of 1848 was both democratic and national- 

istic; various nationalistic uprisings only temporarily 
successful ; restoration of absolutism ; constitutional 
government \vithin the states, i860. 

3 Loss of Italian possessions: Lombardy (1859); domi- 

nance in central Italy; Venetia (1866); Trentino and 
Triest. 

4 Driven out of the Germanic Confederation by Prussia in 

1866. 

5 The Ausgleich in 186/ : union between the x\ustrian 

Empire and the kingdom of Hungary; character of the 
government and political institutions of the two states; 
personal union under Francis Joseph (1848-1917). 

6 Deep discontent of the Slavs and the Italians. 

7 In industrial development, political liberty and social 

reforms Austria-Hungary lagged far behind France, 
England and the United States ; compulsory elemen- 
tary education in Austria (1869) ! many perplexing, 
unsolved problems. 
^Interest in the Balkans; Berlin Congress (1878) ; Bosnia 
and Herzegovina occupied (1878) ; annexed (1908). 



SYLLABUS IN HISTORY Jl 

F The consolidation of Russia. 

1 Nicholas I (1825-55) : the foe of democracy and prog- 

ress, and champion of an intense narrow nationalism ; 
Treaty of Adrianople added Georgia and other prov- 
inces of Caucasus to Russia (1829) ; protectorate over 
Rumania; crushed Polish revolution (1831); helped 
Austria crush Sardinian revolt (1848) and the Hun- 
garian Republic (1849) 5 ambition to rule the Balkans; 
defeated by France and England in aspiration to gain 
Constantinople in the Crimean War (1854-56). 

2 Alexander II (1855-81): reforms; emancipation law 

freed the serfs on private estates (1861) ; serfs in 
domestic service freed in 1863 ; crown serfs freed in 
1866; results; new code of laws based on models of 
western Europe (1864) ; local self-government through 
the Zemstvos (1864); educational reforms; partial 
freedom of the press ; internal improvements. 

3 Reactionary measures: Polish revolt crushed (1863); 

powers of the Zemstvos curtailed ; rigorous censorship 
of the press ; infamous " third section " of secret police 
of Nicholas I revived ; m.odern science and social studies 
excluded from schools ; army reorganized and com- 
pulsory military service adopted (1874) ; fleet built 
on Black sea contrary to Treaty of Paris (1856) ; 
Russo-Turkish War (1877-78); terms of Treaty of 
San Stephano (March 3, 1878) ; opposition of England 
and Austria; Berlin Congress (1878); rise of revolu- 
tionary parties ; Nihilists ; anarchists ; socialists ; terror- 
ists ; assassination of the czar (1881). 
G Dismemberment of the Turkish Empire and the rise of Balkan 
national states. 

1 Rivalry of the interests of the European pozvers in the 

Ottoman Empire. 

2 Groiuth of nationalism in the Balkans among peoples 

under Turkish rule — Serbs, Bulgars, Rumanians, 
Greeks, Armenians and Jews. 

3 Beginnings of separation : independence of Montenegro 

(1799) ; independence of Greece (1829) ; " unredeemed 
Greece " ; Otto of Bavaria first constitutional king of 
Greece (1832) ; deposed (1862) ; George I elected king 
(1863) ; acquisition of Ionian islands; Thessaly added 



72 THE UNIVERSITY OF THE STATE OF NEW YORK 

(1881) ; Rumanian provinces granted autonomy under 
Russian protection (1829) ; autonomy recognized by 
European powers (1862) ; autonomy of Servia granted 
(1830) ; Turkish soldiers withdrawn (1867). 

4 England dominant pozver in Balkans and Turkish 

Empire (1855-65) ; "Sick tnan of the East"; Crimean 
War preserved the integrity of Turkish Empire; Treaty 
of Paris (1856). 

5 Riisso-Turkish War (1877-78); Russia the "big 

brother" of small Balkan states; Treaty of San 
Stephana (1878); settlements; opposed by England 
and Austria; Congress of Berlin (1878) revised 
treaty; Montenegro, Servia and Rumania declared 
entirely independent; Bidgaria lost eastern Rumelia 
and Macedonia but granted autonomy ; Austria-Hun- 
gary given right to administer Bosnia and Herzegovina 
and special privileges in Novibazar; England was 
granted the right to occupy Cyprus ; Russia secured 
Bessarabia and some Armenian districts ; Greece's pos- 
session of Thessaly was legalized and the " integrity " 
of the Turkish Empire was guaranteed; the near-east- 
ern question not solved by the congress. 
H The iinificaiion of the United States. 

1 Growth of sectionalism between the North and the South ; 

economic and social divergences ; question of the con- 
stitutional power of Congress over slavery and the 
tariflf; Missouri Compromise (1820). 

2 The tariff controversy; nnllification ordinance of Sotifh 

Carolina (1832). 

3 Slavery controversy; abolition agitation; annexation of 

Texas; Mexican War; compromise of 1850 and fugi- 
tive slave law; Kansas-Nebraska act (1854); Dred 
Scott decision (1857) ; John Brown raid (1859) ; presi- 
dential election of i860. 

4 Civil War (1861-65) ! secession movement; formation of 

the Confederate constitution ; military events ; Lincoln 
and abolition of slavery; triumph of the imionists ; a 
new nationalism. 

5 Reconstruction of the South; amendments to the consti- 

tution ; formation of the " solid south " ; undoing of 
reconstruction ; the race problem. 

6 Social, industri?! and educational progress. 



SYLLABUS IN HISTORY 73 

I Azvakening of China and modernisation of Japan. 

1 Early history of China ; advent of Enropeati trade f^; the 

opium zvar (1840-42); treaties of Tientsin and 
Peking, 1858-60; foreign aggressions of Russia, 
Japan, Germany, France and England threaten the 
intergrity of China; the Taiping Rebellion ; nationalis- 
tic and reform movements in opposition to the Man- 
chu dynasty. 

2 Early history of Japan ; Commodore Perry's risit (1853) ; 

his treaty (1854); Great Britain, Holland and Russia 
demand concessions; new treaties (1858) ; armed inter- 
vention of Great Britain (1863); bombardment of 
Shimonoseki by England, France, Holland and the 
United States (1864) ; results; Japanese revolution of 
1867-68; end of Shognnate (1867); the "enlightened 
ruler" Mikado Mutsuhito (1S67-1912) ; abolition of 
feudalism (1871) ; reforms; Europeanization of Japan 

— learning, religion, liberty, law codes, written consti- 
tution, parliamentary government, internal improve- 
ments; first railway (1872). 

J Progress of iJie Latin-American republics. 

1 Reasons for sloiv development: small European popula- 

tion, landed aristocracy, and lack of capital ; Indians 
and negroes; general character of civilisalion. 

2 " Revolutions " and foreign adventurers ; ten T>alin- 

American republics in 1830, twenty in 1914; Central' 
America Federation (1838-47) divided into five small 
states ; Bolivar's Great Colombia split into four states 

— Colombia; Venezuela (1829), Ecuador (1831), and 
Panama (1903) ; eastern part of Haiti became Santa 
Domingo (1844) ; possessions of England, France, 
Holland and Denmark ; governmental problems ; civil 
wars ; cultural progress ; nationalistic strivings ; devel- 
opment of constitutional government and free political 
institutions; French intervention in Mexico (1864-67). 
See topic V. B 2 and 3. 

K General conclusions about the history of the world for the 
third quarter of the nineteenth century. 
Vn National imperialism. 

A The British Empire aifter 18 41. 

I The Crimean War and the integrity of Turkey. 



74 THE UNIVERSITY OF THE STATE OF NEW YORK 

2 The American Civil War; attitude of classes in England; 

the Alabama claims. Reform movements: {Select 
typical reforms and shozu their significance.) 

3 Political reforms: reform bill of iS6y; the ballot act 

(1872); Gladstone and the reform measures of 1884 
and 1885; county councils act (1888) ; parliament act 
of ipii; the English government and political parties ; 
payment of members of parliament; universal adult 
suffrage. 

4 Social reforms: factory legislation (1878 and 1901) ; 

minimum wage for miners ( 1912) ; workmen's com- 
pensation act (1905) ; trade disputes act (1906) ; old- 
age pensions act (1908); small holdings act (1907); 
labor exchange act ( 1909) ; national insurance act 
(1911) ; housing and town planning act (1909) ; Lloyd 
George's land reform (191 3-14) ; rise of the Labor 
party; protection of trade unions. 

5 Educational reforms: the board schools (1870) ; the edu- 

cational act of 1902 and its opponents ; educational act 
of 1906; Irish University established (1908); educa- 
tional act of ipiy 

6 Religious reforms: the state church; compulsory church 

rates abolished (1868) ; disestablishment of the state 
church in Ireland (1869); degrees of Oxford and 
Cambridge opened to those of all religious faiths 
(1871) ; burials act (1880); new oath for George V 
(1910) ; state church disestablished in Wales (1914) ; 

7 Reforms in Ireland: Irish church act (1869); Irish 

land acts; Gladstone's home rule bill ; local govern- 
ment ; Irish nationalism and agitation for self-govern- 
ment; home rule bill of 1914; opposition of Ulster 
Unionists; Irish insurrection (April 1916) ; the Irish 
and the world war. 

8 The self-governing colonies: (a) The Dominion of Can- 

ada; rebellion (1837) ; representative self-government 
(1847) ; '^^^^ British North American act (1867) ; open- 
ing of the West, (b) The Commonzvealth of Aus- 
tralia: settlements and growth; federation act of 1900; 
social legislation, (c) The Dominion of Nezv Zealand: 
settlements; social and political experiments, (d) The 
Union of South Africa: Dutch settlements; English 



SYLLABUS IN HISTORY 75 

possession (1814) ; the Eoer War (1899-1902); fed- 
eration act of ipop; relation of these colonies to the 
United Kingdom. 
9 Projects for imperial federation and defense; these col- 
onies in the world zvar ; representation at the peace 
conference. 

10 Other colonies; crown colonies; British West Indies, 

naval stations, chartered companies, protectorates and 
spheres of influence. 

11 TJie Empire of India: histor)' ; the sepoy mutiny (1857) ; 

crown replaces East India Company; Empire of India 
(1877) ; native opposition; Indian Councils act (1909) ; 
the ind-ustrial revolntion in India; India and the zvorld 
zi'ar; problems for the future. 
B The German Empire after iSyi. 

1 Constitution and government ; the imperial government — 

emperor ; hundesrath and reichstag ; autocratic features 
of the system; consolidation of the empire; law codes. 
Governments of the separate states — Prussia, Bavaria, 
Saxony and the lesser states. 

2 Development of political parties : chief parties ; the Social 

Democratic party. 

3 The chancellorship of Bismarck (1871-90) ; the Kultur- 

kampf ; protective tariffs; attack on socialism ; state 
socialism — sickness and accident insurance, and old- 
age pensions ; foreign policy; beginnings of a colonial 
empire; the league of the Three Emperors; the Triple 
Alliance. 

4 The reign of William II (1888-1918) ; retention of most 

of Bismarck's policies ; grozvth of industries and com- 
merce; state socialism; municipalities; financial uni- 
formity ; railways ; communication, forestry etc. ; Ger- 
man naz^alism and militorisni ; Turkey and the Balkans; 
Berlin to Bagdad raihvay and " Middle Europe " 
scheme; elections of 1907; Tangier and the Algeciras 
Congress (1905-6) ; the Casablanca affair (1908) ; the 
Agad'r incident (1911) ; the military budget of 1913; 
Fan-Germanism; European hegemony ; zvorld dominion. 

5 Gcmiany and the world war for deniocrac}-. See top:c X. 



76 THE UNIVERSITY OF THE STATE OF NEW YORK 

C France under the third republic. 

1 The provisional republic (1870-75) ; the government of 

national defense (1870-71) ; the national assonbly 
(1871-75); presidency of Thiers; Treaty of Frank- 
fort; the Paris commune; the recovery of France from 
the effects of the Franco-Prussian War. 

2 Republic or monarchy? Presidency of MaclMahon 

(1873-79); constitution of the third republic (1875); 
Gambetta and the defeat of the Monarchists. 

3 The republic under Republicans: bourgeois character of 

the new regime; repression of clerical and niilitary 
opposition; legislation increasing indi'i.'idual liberty 
and local self-government; Ferry's school laws (iS(Si- 
86) ; revision of the constitution (1884) ; the Boulanger 
episode; the Dreyfus affair; associations act (1901); 
separation of church and state (1905); expansion — 
the nezv colonial empire ; growth of socialism and social 
legislation; nationalization of railroads, old-age pen- 
sions, etc. ; army and nav}' ; Alsace-Lorraine ; foreign 
affairs ; the Dual Alliance and the Triple Entente. 

4 The French government and political institutions ; parlia- 

mentary rule; numerous political parties; instability of 
cabinets with stability of policy. 

5 France on the eve of the zvorld war for democracy, .^ee 

topic X. 
D The expansion of the Russian Empire. 

1 Thwarted in her drive for Constantinople by the Crimean 

War (1854-56), Russia turned her attention toward 
the East; conquest of Siberia ; China forced to cede 
Amur valley to Russia in i860; settlements; \'ladi- 
vostock ; the Trans-Siberian Railroad; Manchin-ia and 
Port Arthur; Turkestan and Afghanistan; partition of 
Persia. 

2 Maintenance of autocracy under Alexander III (1881- 

94) ; opposition to ideas of western Europe; Pan-Slav- 
ism and the " Russianization " of all races within the 
empire; the industrial revolution; rise of a rich middle 
class; the Dual Alliance. 

3 The reign of Nicholas IT (1894-1917) ; continuation of 

autocracy and reactionary policies; development of 
political parties; opposition of lesser nationalities — 



SYLLABUS IN HISTORY ^J 

Poles, Finns, Jews etc. ; constitution of Finland abro- 
gated (1899) I ^^^^ Russo-Japanese War (1904-5) ; its 
unpopularity at home; the revolutionary movement of 
1905; the imperial duma and its zvork; social and politi- 
cal unrest; the emigration movement. 
4 Russia at the outbreak of the zvorld tvar for democracy. 
See topic X. 
E The dual monarchy of Austria^H ungary . 

1 Government and political institutions: the joint rule — 

executive, legislature, lavrs, foreign ati'airs, army ; the 
state governments. 

2 Population : different races and proportional numbers. 

3 The Austrian Empire: conflict of Germans, Italians and 

Slavs; extension of suffrage (1906) ; social legislation; 
" Germanism " ; ambitions to rule the Balkan states ; the 
Triple Alliance. 

4 The kingdom of Hungary: conflict of nationalities — 

Mag>'ars, Slavs and Rumans; " Magyarization "; 
restricted suffrage; Magyar nationalism versus Aus- 
trian imperialism. 

5 Fear of Russia ; annexation of Bosnia and Herzegovina 

(1908) ; protection of Germany; the " Greater Servia " 
movement. See topic X. 

6 Austria-Hungary and the world war for democracy. See 

topic X. 
F The kingdom of Italy. 

1 Government and political institutions; position of the 

papacy; electoral reform (1912). 

2 Problems after unification: development of a common 

patriotism ; North and South ; law and order ; illiteracy ; 
finance and taxation ; emigration ; church and state. 

3 Economic and social progress: agriculture ; industry and 

commerce; water power and electricity; weekly day of 
rest for workers ( 1908) ; social and maternity insur- 
ance; emigration; labor riots and strikes; general strike 
(1914). 

4 Foreign policy: Triple Alliance; "Italy unredeemed "; 

desire for a colonial empire; Eritrea ; conquest of 
Tripoli and Cyrenaica (1912); ambitions in the Bal- 
kans and Asia Minor. 

5 Condition of Italy when the world war for democracy 

began. See topic X. 



> THE UNIVERSITY OF THE STATE OF NEW YORK 

G The Spanish kingdom. 

1 Establishment of constitutional monarchy; reign of 

Isabella II ( 1833-68) ; facticpial struggles 'between 
Carlists and Republicans ; disorder and military dicta- 
torship (1868-74); restoration of the Bourbons; 
Alfonso XII (1875-85) ; the constitution of 1876. 

2 Government and political parties; reign of Alfonso XIII 

(1902 ); the Spanish-American War (1898); loss 

of colonies ; significance ; economic, political and ecclesi- 
astical problems. 
H The Portuguese republic. 

1 Decline of the monarchy; modifications of the charter of 

1826; reign of Maria II (1834-53); Miguelists and 
Republicans ; financial disorders ; dictatorship of France. 

2 Estab-lishment of the republic; revolution of 1910; con- 

stitution and government ; separation of church and 
state; free public education (1911); colonial empire; 
economic, political and ecclesiastical problems. 
I The smaller continental European states. 

1 Holland lost Belgium (1830) ; constitution of 1848; rule 

of William III (1849-90); popular education; exten- 
sion of suffrage (1887 and 1896) ; army reforms (1898 
and 1912) ; economic prosperity; colonial possessions; 
fear of Germ.any; Wilhelmina (1898 ). 

2 Belgium: the Flemings and Walloons; neiUralization of 

Belgium; Leopold II (1865-1909) ; free public schools 
(1879); extension of suffrage (1893); plural voting 
and proportional representation; economic prosperity ; 

King Albert (1909 ) ; compulsoiy military service 

(191 3) ; colonial empire. 

3 Switzerland: constitution of 1848; government; initiative 

and referendum; military system; economic conditions; 
the refuge for political exiles from all countries. 

4 Denmark: constitution of 1849; loss of Schleswig-Hol- 

stein; revision of the constitution (1866) ; establish- 
ment of democratic government; economic develop- 
ment ; Greenland and Iceland. 

5 Sweden and Norway: united in 1814; Norzvay demo- 

cratic, Sweden aristocratic ; in 1866 Sweden became a 
constitutional monarchy; reign of Oscar II (1872- 
1907) ; by popular vote Norzvay became independent 
(1905) under Haakon VII; democratic progress in 
Sweden and Norway; economic development. 



SYLLABUS IN HISTORY 79 

6 The Balkan states: by iSyS Greece, Servia, Montenegro 

and Rumania hod gained complete independence of 
Turkey and Bulgaria zvas an autonomous state under 
the suzerainty of Turkey; Alexander of Battenherg 
made Prince of Bidgaria, 1878; constitution with equal 
suffrage; Eastern Rumelia joined Bulgaria; Bulgaria 
declared her independence of Turkey (1908) under 
Tsar Ferdinand; plans for a Greater Bulgaria; 
Rumania eager to annex Bukowina and Transylvania; 
Pan-Hellenism in Greece; Servia becomes a kingdom 
in 1882; Peter restored the constitution (1889) ; anti- 
Austria policy ; Montenegro granted a constitution in 
1905 by Nicholas, who assumed the title of king in 
1910. 

The Balkan Alliance (1912) ; the first Balkan War 
(1912) ; causes and results; Treaty of London (1913) ; 
the second Balkan War (1913); unsatisfactory settle- 
ments; prepare for future trouble; Albania an inde- 
pendent principality. 

Rival interests of Russia, Austria-Hungary and Germany 
in the Balkans. 

7 The Turkish Empire. 

a Congress of Berlin (1878) reduced the size of Tur- 
key but secured no adequate reforms ; growth of 
disorder; Armenian massacre (1894); Germany 
replaced England and Russia as the leading power 
in Turkey; William IPs visits (1889 and 1898) ; 
concession for the Bagdad Railway (1899) ; the 
"Young Turks"; the revolution of ipop and 
deposition of Abdul Hamid; P an-I slamism ; Bos- 
nia and Herzegovina lost (1908); further losses 
in the two Balkan wars. 

b Condition of Turkey at the outbreak of the world 
war for democracy. See topic X. 
J The empire of Japan. 

1 Government and political institutions. 

2 The industrial revolution ; its social and political results. 

3 Japanese imperialism: Chino-Japamese War (1894-95) ; 

annexation of Formosa; the Russo-Japanese War 
(1904-5) ; Treaty of Portsmouth (1905) ; annexation 
of Korea (1910) ; alliance with Great Britain (1902) ; 
Japan a zvorld poiver; army and navy ; agreement with 
the United States. 



80 THE UNIVERSITY OF THE STATE OF NEW YORK 

4 Conditions at the beginning of the world war for democ- 
racy. See topic X. 
K The republic of China. 

1 Size, population and institutions of China. 

2 Foreign encroachments: Russian ; Korea recognized by 

Japan as an independent nation ( 1876) ; Chino- Jap- 
anese War (1894-95) and the treaty of Shimonoseki 
(1895) ; revision of the treaty by Russia, Germany and 
France; gains of Germany, France and Russia (1897- 
98); Germany seized Kiao-Chau (1897); England 
occupied Wei-hai-wei (1898); Russo-Japanese War 
(1904-5); Korea and Mongolia; French in Indo- 
China ; the British in Burma and Tibet ; the " far 
eastern question" ; "spheres of influence" ; com- 
mercial and industrial development ; the Boxer rebel- 
lion (1900). 

3 Reforms and political changes; reform edicts of Emperor 

Kwang-su (1898) ; enforced reforms of Empress Tzu- 
hsi (1902-3) ; the Chinese revolution against the 
Manchus (1911) ; establishment of the Chinese repub- 
lic (1912) ; presidency of Yuan-hung (1916) ; political, 
economic and educational problems. 
L The United States becomes a zvorld power. Treat briefly as a 
survey of progress from isolation to world interests. 

1 The territorial expansion (1803-53) ; the industrial revo- 

lution; the new imperialism ; purchase of Alaska 
(1867); annexation of the Hazvaiian islands (1898); 
Spanish-American War (1898), Porto Rico, Guam and 
the Philippine islands; Ctiba; Samoan islands acquired 
( 1900) ; purchase of Virgin islands; foreign invest- 
ments; "dollar diplomacy " ; the Panama canal (1907- 
14) ; the Mexican revolution. 

2 Political, social and educational changes. 

3 Condition of the United States at the outbreak of the 

world war for democracy. See topic X. 
M The Latin-American republics. 

1 The twenty Latin-American states: size, population, 

political institutions, wealth and industries. 

2 The "A. B.C." powers. 

3 Economic dependence of Latin- America; foreign invest- 

ments and trade opportunities. 

4 Governmental, industrial, social and religious problems. 
> Latin-America and the Monroe Doctrine; recent changes. 



SYLLABUS IN HISTORY 8l 

N General conclusions: the clash of rival imperialistic and com- 
mercial interests among the nations of the earth. 
Mil Spread of European civilisation over the world. 

A General character of the movement from the sixteenth to the 
twentieth century. The old colonial movement and the nezv 
imperialism. 
B Fundamental causes. 

1 Economic: trade, colonies, markets, raw materials and 

investments. 

2 Patriotic: national imperialism; desire to increase politi- 

cal power; planting of dependent colonies of home 
people; increase of national wealth; spread of national 
institutions ; outwitting rival powers ; fields for home 
capitalists. 

3 Religious: particular sects desired new homes where they 

could practise their faith without restraint; desire to 
transplant state churches ; Christian missions. Catho- 
lic and Protestant. 
C Europe in America. 

1 Original settlements of France, England, Spain, Portugal, 

Holland, Sweden and Germany. 

2 Planting and development of institutions ; predominantly 

Anglo-Saxon in North America ; Latin in Central and 
South America ; how American institutions gradually 
came to differ from those in the mother countries. 

3 Growth of political independence first in North America, 

then in South America; the Monroe Doctrine and its 
results; Alaska; Spanish- American War; the Virgin 
islands ; possessions in America of England, France 
and Holland and their institutions. 

4 Emigration from Europe to America and its results; 

travel of Americans to Europe and its residts. 

5 Character of present civilisation of Anglo-Saxon anH 

Latin America. 

6 Resemblances and differences of European and American 

civilisation. 
D Europe and America in Asia. 

I The industrial revolution, the growth of nationalism and 
the new imperialism mark a new epoch in and furnish 
new motives for world expansion in the nineteenth 
century. 



82 THE UNIVERSITY OF THE STATE OF NEW YORK 

2 In the nincteenih century the powerful influence of 

European and American expansion revolutionized 
Siberia, China, Japan, India and Persia and tended 
to reduce Asia to a position of economic and political 
dependence upon Europe and America. (" The White 
Man's Burden.") 

3 Possessions and influence in Asia of Great Britain ; Rus- 

sia ; France ; Germany ; Italy ; Holland ; the United 
States ; the " Open Door " policy; the Philippines ; 
effects upon Asiatic institutions ; emigration of Asiatics 
to other parts of the world and its results ; future prob- 
lems ; the "Monroe Doctrine of the Far East." 
E Europe and America in Africa. 

1 The partition of Africa among European powers in the 

nineteenth century. 

2 White settlements in South Africa: the republics of 

Transvaal and Orange Free State; cUmate and natural 
resources ; the Boer War. 

3 Turkey's loss of control of northern Africa — Egypt, 

Tripoli, Tunis, Algeria and Morocco. 

4 Portugal's early explorations and present possessions. 

5 Early activities of the Dutch and the loss of their 

settlements. 

6 England captured Cape Colony in i8o6 but most of her 

possessions in Africa have been secured since iS/O; 
Cecil Rhodes; Livingstone and Stanley; present 
possessions; the South African Union ; Cairo to Cape 
railroad; colonial government. 

7 French possessions in Africa; the Anglo-French agree- 

ments of 1890, 1899 ^^d 1904; the Fashoda incident. 

8 How Germany acquired her colonies in Africa; Liide- 

vitz ; the Anglo-German agreement of 1890; the 
Morocco question; Germany's possessions in ipi4; 
character of her colonial government ; effect of the 
world war. 

9 Italian possessions in Africa; the war with Turkey in 

1911. 

10 Belgian possessions; the Congo Free State. 

11 Spanish possessions. 

12 The republic of Liberia under the protection of the 

United States (1847) ! Intervention in 1910. 



SYLLABUS IN HISTORY 83 

F Australia and Oceania; interests of the various world pozvers 
in 1914. 

G General conclusions. 
IX International relations. 

A Governmental provisions for the conduct of foreign affairs tn 
the various European national and imperial states; control 
of foreign relations in the United States. 
B The regulation of international affairs and the guaranty of 
national security through international alliances. 

1 The French Revolution and foreign relations ; the early 

policy of the United States. 

2 The Napoleonic era ; coalitions formed against Napo- 

leon ; coalitions formed by Napoleon ; the first Treaty 
of Paris (May 30, 1814) ; the second Treaty of Alli- 
ance against France (November 20, 1815). 

3 The Metternich era: the Holy Alliance (September 26, 

181 5) ; the Concert of Kurope; the principle of inter- 
vention; the Monroe Doctrine; the revolutions of 1820, 
1830 and 1848. 

4 After 1848: the theory of balance of power; the rise of 

Italy and Germany as powers ; the various wars ; 
League of the Three Emperors; the Triple Alliance; 
the Dual Alliance ; the Anglo- Japanese Alliance ; the 
Triple Entente ; the Balkan alliances ; world dominion ; 
alliances in the world war for democracy. 

5 Secret treaties and alliances, and public democratic agree- 

ments. 
C International congresses. 

1 The Congress of Vienna (1814-15) and the settlement 

of Europe. 

2 The Congresses of Aix-la-Chapelle (1818), Troppau 

(1820), Laibach (1821) and Verona (1822) and the 
suppression of internal revolts. 

3 The Congress of Paris (1856) and the near eastern 

question. 

4 The Congress of Berlin (1878) and the Balkan states. 

5 Minor conferences ; the participation of the United States 

in the Conference of Algeciras (1906) to settle the 
Morocco dispute. 



84 THE UNIVERSITY OF THE STATE OF NEW YORK 

D International diplomacy since i8yo. 

1 Struggle of Germany for the hegemony of Europe and 

world leadership: the primacy of Germany in Europe 
under Bismarck (1871-90); Austrian interests turned 
toward the Balkans ; new German imperialism under 
William II; Hohenlohe's "forceful" world policy 
(1894-1900) ; competition for colonics; the German 
navy and army ; diplomatic crises — in Africa and the 
Near East; Pan-Germanism and foreign propaganda; 
South America; the Far East; defence reacfio)ts in 
European states against German hegemony. 

2 England's foreign policy: noninterference in European 

continental politics so long as control of the seas and 
colonial power zvere not involved; " splendid isolation " 
(1890-1904); beginnings of English apprehension of 
the coming conflict with Germany; failure of Anglo- 
German adjustments; Anglo-Japanese alliance (1902) ; 
Anglo-French (1904), Anglo-Italian, and Anglo- 
Russian (1907) agreements; the Triple Entente 
(1907) ; " a century of peace " zvith the United States 

3 France's foreign policy: the recovery of Alsace-Lor- 

raine ; the Dual Alliance; policy of expansion in 
Africa; conflict with Italy over Tunis adjusted in the 
Franco-Italian agreement (1902); quarrels Vvith Eng- 
land over Africa and Indo-China ; the Fashoda incident 
(1899); the Anglo-French Entente Cordiale (1904); 
Franco-Spanish agreement (1904) ; Delcasse's isola- 
tion of Germany; conflict with Germany over 
Morocco-Tangier (1905), Casablanca (1908) and 
Agadir (191 1); the Franco-German convention. 191 1. 

4 Russia's foreign policy: plans for expansion in the Turk- 

ish Empire checked by the Crimean War (1854-56), 
the Congress of Berlin (1878), the Balkan Wars, and 
opposition to Austro-German projects in the Near 
East ; conflicts in northeastern Asia with Japan and 
China; Russo-Japanese War (1904-5); Russo-Jap- 
anese agreement (1910); conflict v.ith England in 
Persia and central Asia ; Russo-British agreenient 
(1907) ; Pan-Slavism. 



SYLLABUS IN HISTORY 85 

5 Austro-H iingarian foreign policy: expansion in the 

Balkans; open route to Salonica ; annexation of Bosnia 
and Herzegovina (1908); conflict with Russian inter- 
ests in the Balkan states ; the two Balkan wars ; close 
alliance zvith Germany — almost a dependency ; con- 
flicts with Italy and growing estrangement. 

6 Italian foreign policy: conflict with France over Tunis 

settled in the Franco-Italian agreement (1902) ; Italia 
irredenta and the eastern coast of the Adriatic bring 
complications with Austria; the Mediterranean "an 
ItaUan lake"; expansion in northern Africa; war widi 
Turkey (1911) ; relations with North and South Amer- 
ica owing to large emigration. 

7 Foreign policy of Japan: expansion to the Asiatic con- 

tinent ; desire to control China ; conflict with Russian 
policies in the Far East ; the " open-door " policy ; a 
Japanese Monroe Doctrine; Anglo-Japanese Alliance 
(1902); Korea annexed (1910) ; the Philippines; the 
Pacific ocean ; the question of Japanese emigration 
to the United States and to the British Empire. 

8 The foreign policy of the United States: the new impe- 

rialism ; purchase and conquest of territory; a zvorld 
power; the Spanish-American War (1898) ; disputes 
with England oi'er Canada and Venezuela settled by 
arbitration; the neiv meaning of the Monroe Doctrine; 
Pan-Americanism ; relations with Japan; relations with 
Germany; policy in reference to China; how the United 
States is an African, Asiatic and South American 
power; the Panama canal; at the conference of Alge- 
ciras (1906) ; Mexico. 

Q The smaller powers; the small European states' fear of 
the militarism, navalism, nationalism and imperialism 
of the great powers; rival nationalistic ambitions of 
the Balkan states and their relations to Turkey, Russia, 
Austria, and Germany; the interests of Belgium and 
Portugal in Africa; Sweden's fear of Russia; Hol- 
land's interests in the East Indies ; the desire of subject 
nationalities like the Poles, Jugo-Slavs, etc. for inde- 
pendence; the relations of the Central and South 
American States tozvard the United States; European 
powers and Japan. 

10 General conclusions. 



86 THE UNIVERSITY OF THE STATE OF NEW YORK 

E The growth of closer international relations. 

I Preparatory conditions: annihilation of distance ; devel- 
opment of communication; growth of a world busi- 
ness ; interchange of ideas through travel and the 
press; spread of the Christian religion; inventions and 
discoveries ; schools and universities ; wars and con- 
quests ; a multitude of voluntary international organi- 
zations for all sorts of purposes. 

2 Officially recognized international agencies: international 

law; congresses and conferences; treaties and conven- 
tions; the Geneva Convention (1864) ^'^^ ^^^^ -^^^ 
Cross Society; the Hague Peace Conferences ( 1899 
and 1907) ; the Hague Court; the hiternational Prize 
Cotirt; arbitration agreements; the International Postal 
Union; the International Board of Agriculture; the 
Pan-American Union; etc. 

3 Proposals for the federation of the states of the world; 

elimination of war and the guaranteeing of tlie peace 
and security of all peoples; the Holy Alliance (1815) ; 
Victor Hugo's " United States of Europe " ; schemes 
and programs of various peace societies and endow- 
ments; various projects for the settlement of interna- 
tional disputes and conflicts through the creation of 
international diplomatic and judicial machinery; plans 
to replace or to supplement the nationalistic organiza- 
tion of the world by adequate international govern- 
mental machinery ; a " World State," " The Society of 
Nations," " Federation of the World," " The Parlia- 
ment of Man," " The United States of the World," 
etc. ; " The League to Enforce Peace," " The League 
of Nations." 

X The zvorld zvar for democracy. 

A Remote causes. 

1 The persistence of medieval types of absolute and auto- 

cratic government; and predominance of a powerful 
nobility in (a) Germany, (b) Austro-Hungary, (c) 
Russia. 

2 The growth and spread of democratic government 

through the influences of the English Revolution, the 
American Revolution and the French Revolution. 

3 The world zvar as the latest clash betzueen these tzvo 

forces; autocracy and democracy. 



SYLLABUS IN HISTORY 8/ 

B Contributory factors in Europe and the world. 

1 Aggrcssiz'e fmtiorialism ; the "^Pan" movement: (a) 

Pan-Germanism, (b) Pan-Slavism, (c) Pan-Islamism, 
etc. 

2 The determination to widen the boundaries of national 

states so as to include groups of kindred peoples under 
neighboring states, or to rectify previous zvrongs: 
Greater Servia, Greater Bulgaria, Greater Greece, 
Alsace-Lorraine, Italia irredenta, etc. 

3 Desire for an outlet to the sea: Servia and the Adriatic, 

Russia and Constantinople. 

4 The new imperialism inspired by excessive nationalism: 

a Ambition to ozt'n colonies in backzt'ard parts of the 
world; example; Germany in the Near East and 
in Africa. Her " place in the sun " to secure sup- 
plies of raw materials for home industries, to open 
new markets, to provide for surplus population, to 
furnish opportunities for the investment of capital, 
etc. 

b To gain world trade. 

c To enrich the citizens and the state. 

d To secure political power. 

5 The rapid growth of rival armaments. 

a Inspired partly by the desire to realize national ambi- 
tions and partly by the example and fear of pow- 
erful neighbors. 
b The mad race for militarism begun by Germany in 
1862; followed by Austria in 1868; France 
in 1872; Japan in 1872; Russia in 1874; 
and Italy in 1882. 
(i) Compulsory military service. 

(2) Enormous appropriations of money; the Ger- 

man budget of June 30, 191 3. 

(3) Construction of military strategic railroads. 

(4) Relative strength of the European armies in 

1914. 
c The struggle for naval supremacy. 
(i) England's two-nation policy. 
(2) Germany's refusal to accept England's naval 

proposals (1912). 



88 THE UNIVERSITY OF THE STATE OF NEW YORK 

(3) The United States, France, Japan, Italy, 
Russia etc. 
d The philosophy, political science and educational 
propagandism justifying militarism and navalism. 
The Zabern incident (1913). 

6 The creation of a false type of dogmatic, intolerant 

patriotism. 
a The press, Hterature, song and education. 
h Chauvinism, Jingoism etc. 

7 The clash of rival interests in world trade. 

8 The balance of poiver in Europe ; secret diplomacy. 

a The Triple Alliance. 

b The Dual Alliance and Triple Entente. 

c Cumulative effects of foreign relations after 1900: 
first Morocco crisis (1905-6); Tangier incident; 
Algeciras conference ; crisis over Austria's annex- 
ation of Bosnia and Herzegovina (1908) ; German 
kaiser's "shining armor" stand; second Morocco 
crisis (1911); Agadir affair (1911); threat of 
war; anger of militaiy party in German}' and 
Austria toward Italy in war with Turkey { 1911- 
12) ; unsympathetic attitude of Germany and 
Austria toward Italy in war v.ith Turkey (1911- 
12) ; the Bagdad Railway and " Middle Europe " 
projects of Germany thrwarted by the two Balkan 
Wars (1912-13) ; conflict of interests between 
Germany and Austria-Hungary, and Russia in 
the Balkans ; and with England in Asiatic Turke}- ; 
threat of Austria to make war on Servia in 
1914; general results of these international 
rivalries. 

9 Lack of international agencies adequate to settle interna- 

tional disputes involving national honor, " vital inter- 
ests," etc. ; failure of Hague conferences. 
10 The hatreds, fears, misunderstandings, rivalries and 
jealousies growing out of the foregoing conditions. 
C Immediate causes of the outbreak of the ivar. 

I Grozving hostility betzveen Servia and Austria, 
a Austria's project for an opening to Salonica. 
b Austria's annexation of Bosnia and Herzegovina 

(1908). 
c Germany's plan for the Berlin-Bagdad Railzvay. 



SYLLABUS IN HISTORY 89 

d Scrvias ambition for a " Greater Servia '' with on 
opening on the Adriatic thwarted by Austria and 
Italy; backing of Russia; Servian revolutionary 
societies. 

2 Assassination of the Austrian Crown Prince Francis Fer- 

dinand and his zvife at Sarajevo, June 28, IQ14. 
a Effect on Austrians and Servians. 
b Attitude of Germany and Russia. 
c Austria's harsh and humiliating ultiniafuiu, Jidy 24, 

1914; provocative terms, 
d Servia's reply. 

(i) Accepted eight out of the ten demands. 

(2) Qualified refusal of remaining two demands ; 
suggested reference to the Hague Tribunal 
or to the great powers. 
e Austria declared the reply to be unsatisfactory. 
/ Efforts of Great Britain, Russia and France to 

mediate, 
g Specious demand of Germany that fJie war he 

" localized." 
h Austria declared war on Servia (July 28, 1914) ; 

Belgrade bombarded (July 29-30). 

3 Secret preparation of Germany during July for a world 

war. 

4 Russia announced partial mobilization along the Austrian 

border July 29th ; general mobilization of the Russian 
army July j/.s'/?. 

5 German ultimatum to Russia July joth, follozved by decla- 

ration of war August ist. 

6 Germany demanded of France to knoiv her attitude " in 

case of war between Germany and Russia," July 31st; 
her reply was that " France would do that which her 
interests dictated," August ist; zvar declared on France 
by Germany August jd. 

7 Attitude of England. Italy's assurance to France. 

8 German responsibility for the zvar. Gerinony's state- 

ment. 
D Germany violated the neutrality of Luxemburg and Belgium. 
I Belgium made a " perpetually neutral state " by treaty of 
London (1839) ; Luxemburg neutralized by Treaty of 
London (1867) ! action of the Hague Convention 
(1907). 



90 THE UNIVERSITY OF THE STATE OF NEW YORK 

2 Luxemburg invaded by Gennan troops, August 2d. 

3 Germany demanded permission to pass through Belgium, 

August 2d; Belgium refused to " sacrifice the honor 
of the nation and betray their duty toivard Europe," 
August jd; German armed forces entered Belgium 
August 4th; Belgium appealed to Great Britain, France 
and Russia for aid in repelling the invaders. 

4 Great Britain's idtimatum to Germany followed by a dec- 

laration of zvar, August 4th. 
a The " scrap of paper " utterance. 
b Great Britain's reasons for entering the war. 
c German bids for English neutrality . 
E Rapid spread of the zvar area. 

1 Montenegro declared war as an ally of Servia, xA.ugust 

7th. 

2 Japan declared war August 23d because of 

a Alliance with Great Britain (1902). 

/; Germany's ousting Japan from Port Arthur (1895). 

c Germany's seizure of Kiao-Chau in China (1897). 

3 Allies declared war on Turkey November 4-5. 

4 Italy declared zvar on Austria May 23, 191 5. 

a Italia irredenta. The eastern shore of the Adriatic. 
b Importance of Italy's entrance into the war. 

5 Bidgaria attacked Servia October 13, 191 5 and the Allies 

declared war on Bulgaria October 16-19, 191 5- 

6 Portugal drawn into the war through alliance with Great 

Britain, March 9, 1916. 

7 Roumania attacked Austria-Hungary August 2^, 1916. 

8 The United States declared war on Germany April 6, 

1917. 

a American opinion at outbreak of zvar confused as to 
merits and issues. 

b Conflicting sympathies of hyphenated groups. 

c President Wilson's proclamation of neutrality, Au- 
gust 4, 1914. 

d Growing hostility tozvard Germany and Austria on 
account of (i) the invasion of Belgium, (2) atroc- 
ities, (3) interference zvith American relief zvork 
in Belgium under Hoover, (4) sinking of the 
Lusitania. 



SYLLABUS IN HISTORY 9I 

e Controversy over international law (i) with Great 
Britain over blockade, contraband, mails etc. (iz) 
zvith Germany over munitions, submarine sinkings, 
intrigues and conspiracies, 
f Unsuccessful peace overtures (i) by Germany, De- 
cember 12, 1916; no terms disclosed; (2) by Presi- 
dent Wilson, December 18, 1916; anszver of Allies 
based on " reparation, restoration and security." 
g In a speech to the United States Senate President 
Wilson suggested a peace guaranteeing the fol- 
lowing principles : 
(i) "That governments derive their just powers 
from the consent of the governed." 

(2) Nations should adopt a Monroe Doctrine for 

the world. 

(3) Freedom of the seas. 

(4) " A moderation of armaments which makes 

of armies and navies a power for order 
merely." 

(5) The creation of an international force to guar- 

antee the peace and security of the world. 
h The "Zimmerman note " and its effects on the United 

States, 
i Germany's notification of the resumption of ruthless 
submarine zvarfare, January jj, iQi?- 
(i) German ambassador dismissed, and diplomatic 

relations severed, February j, 1917- 
(2) A policy of armed neutrality recommended to 
Congress, February 26, 1917. 
i President Wilson urged the recognition of a state of 
zvar zvith Germany, April 2, 1917 ; voted by the 
Senate April 4th, by the House April 6th. 
k War declared against Austria-Hungary December y, 
1917. Greece deposed King Constantine and joined 
the Allies June 12, 1917; Siam, China and Brazil 
entered the war against the Teutonic Allies ; 
Bolivia, Peru, Uruguay, Ecuador etc. severed dip- 
lomatic relations. 
F Relative strength, resources and ideals of the tzvo groups of 
belligerents. 

1 Territory. 

2 Population. 



92 THE UXIVERSITV OF THE STATE OF NEW YORK 

3 Military and naval preparations. 

4 Control of natural resources and wealth. 

5 Civilization. 

a Government, political science and philosophy. 
b Religion and morality. 
c Education. 

d Industrial and social progress. 
G The leading military events of the war (1914-18). 

1 Germany's general plan of action in 1914. 

a To crush France by a power fid blo-w tlirougfi 

Belgium, 
b To turn on Russia and defeat her. 
c To destroy Great Britain. 

2 I'irst year of the world war (August 1914-July 1915)- 

a The German dash through Belgium for Paris ; Ger- 
mans held ten days before Liege ; Germans defeated 
at the Battle of the Marnc (September 6-10, 
1914) ; trench warfare. 

b German conquest of Belgium; fall of Atitvverp 
(October 9, 1914) ; effort to reach Calais failed; 
Ypres; sufferings of Belgium. 

c Russian invasion of Germany checked at Battle of 
Tannenberg (August 29, 1914) ; Russian invasion 
of Galicia successful by March 191 5. 

d German counter invasion of Russia ; capture of War- 
saw (August 4, 1915) ; invasion checked on the 
Riga-Vilna line ; Russians driven out of Galicia by 
Germans and Austrians (May-June 1915). 

e Dardanelles campaign begun February 191 5 and 
abandoned December 191 5. 

/ Italians establish southern battle line, May 22,. 191 5; 
capitulation of Gorizia (August 9, 1916). 

3 Second year of the war (x\ugust 1915-July 1916). 

a Trench warfare on the western front ; attack on 
Verdun, begun February 1916, failed ; " TJiey shall 
not pass" ; second German failure. 

b New Russian drive on the eastern front (June 1916) 
failed to accomplish much. 

c Few changes on the Italian front. 



SYLLABUS IN HISTORY 93 

(/ In the Balkans, Germans, Aiistrians and Bulgarians 
conquered Servia; Montenegro and northern 
Albania overrun ; Anglo-French forces at Salonica 
marched north to aid Servia but driven back. 
4 Third year of the war (August 1916-July 1917). 

a On the western front : Battle of the Somnie ( Jul\- 

1916) relieved' pressure on Verdun and caused the 
retirement of the Germans to the Hindenhurg line 
in Marcli 1917; devastation of the 1000 square 
miles evacuated ; British offensive of April-June 
191 7 led to capture of Vimy ridge but was checked 
before Lens and St Qucntin. 

h In the Balkans Roumanian troops invaded Trans\l- 
vania but were soon driven back ; Bucharest 
entered by Teutons ( December 6, 1916) and nearly 
all Rouman"a soon conquered; Greece joined the 
Allies. 

c Resistance on the eastern front was broken b\' the 
Russian Revolution ; new drive into Galicia 
inspired by Kerensky (July 1917) failed; Russian 
army demoralized. 

d Entry of the United States into the zcar (April 6, 

1917) ; conscription and training of a large army ; 
General Pershing and staff reached Paris June /j, 
1917. 

5 The fourth year of the war (August 1917-July 1918). 

a The Italian disaster (October-November 191 7) ; 
drive checked at the Piave river. 

h English victory in the " Battle of the Tanks " at 
Cambrai (November 191 7). 

c Roiimania forced to sign a peace treaty (May 6, 
1918). 

d BritisJi capture of Jerusalem (December 10, 1917). 

e German victory in Battle of Picardy (March 1918) ; 
Germany's last desperate attempt to crush the' 
Allies before the Americans arrived; Battle of 
Flanders (April 1918) ; unity of Allied command 
under Foch; Battle of the Aisne (May 1918) ; 
Bottle of the Oise (June 191 8) ; German drive 
checked; part played by the Americans in halting 
the Germans. 



94 THE UNIVERSITY OF THE STATE OF NEW YORK 

6 The fifth year of the war (August-November ii, 1918). 

a Great German drive culminated at the Marne and 
retreat began July 2y, ipiS. 

b Soissons recaptured by Allies (August 2, 1918) ; 
General Foch made marshal of France. 

c Allied offensive continued zuith remarkable successes 
from August to November ipi8; the United States 
had i,jQO,ooo soldiers in France by August 17, 
1918; President Wilson s'igned the "man pozver 
bill" August 31, 191 8; the " Hindenburg line" 
reached September 10, ipiS and passed; Ameri- 
cans took St Mihiel (September 12, 1918) and 
Sedan (November 6, 1918). 

d Italian advance on the Piave front (October 25- 
November 2) and capture of Trent (November 3) 
forcing Austria-Hungary to ask for armistice^ 
amounting to unconditional surrender. 

e Armistice signed with Germany (November 11,. 
1918). 

7 The zvar in Asia and Africa. 

a Japanese captured Kiau-Chau (November 7, 1914) 
and seized German islands north of the equator; 
Australia captured German islands in southern 
Pacific. 

h The British invaded Mesopotamia ; Turks captured 
General Townsend and 10,000 soldiers at Kut-el- 
Amara (April 19.16) ; a second British expedition 
under General Maude took Bagdad (March 11, 
191 7) ; Palestine taken by the British. 

c Grand Duke Nicholas invaded the Caucasus in 191 6 
and captured Erzerum. 

d The German colonies in AVesi: Africa were seized by 
the French and British (1914-15) ; German South- 
west and Southeast Africa captured by the Boer 
generals, Botha and Smuts, by early 191 7. 

8 Naval operations during the war. 

a Services of the British fleet to the allied cause. 
(i) Rapid mobilisation at the beginning. 

(2) Germany's commerce swept from the seas. 

Her fleet forced to retire into Kiel harbor. 

(3) Blockade of the German coast; foreign sup- 

plies cut off. 



SYLLABUS IN HLSTORY 95 

b Germany's reply to British blockade ivas a declara- 
tion of the blockade of the entire British 
coast. 

(i) Use of the submarine to enforce the blockade. 

(2) When Germany commandeered the food sup- 
ply of the country, England declared food a 
contraband of war; Germany answered by 
announcing the waters about the British 
Isles a " zi-ar zone"; England replied by 
extending the blockade so as to regulate 
commerce with neutral countries near Ger- 
many. 
c Assistance of the French, Japanese, Italian, Russian 

and American navies. 
d Naval battles. 

(i) German victory off the coast of Chili (No- 
vember 1914). 

(2) English victory near the Falkland islands. 

(3) Battle of Jutland (May 31, 1916) ; victory 

claimed by both scdes ; England's mastery 
of the seas unbroken. 
e Loss of allied shipping by German submarines and 
raider: over 12,800,000 gross tons of allied and 
neutral shipping sunk between August 1914 and 
January 1918; 6,600,000 tons built to replace the 
loss; decline of losses and increase of new ships 
in 1918; part played by the United States. 
H End of the zvorld zvar. 

1 Peace proposal of Pope Benedict XV (August i, 1917)- 

a To substitute moral for physical force in interna- 
tional relations. 

b To widen the sphere of arbitration. 

c To establish freedom of the seas. 

d To renounce indemnities except when " particular 
reasons " justified them. 

e To evacuate occupied territories. 

/ To apply the principle of self-determination to dis- 
puted territories. 

2 President Wilsons reply for the Allies (August 27, 

1917). 



f^) THE UNIVERSITY OF THE STATE OF NEW YORK 

a Drew a distinction between the German government 
and the German people. Made it clear that nego- 
tiations zvith the irresponsible, autocratic German 
government were impossible, 
b These ideas zcere elaborated into the famous " four- 
teen points " (January 18, 1918). 
c Supplemented by additional statements. 

(i) Address to Congress (February 11, 1918) 
giving the "simple and obvious" test of 
four principles. 
(2) Monut Vernon address (July 4, 1918). "The 
reign of lazv, based upon consent of the 
governed and sustained by the organized 
opinion of mankind." 

3 Repl} of the Central Powers to the pope's note (Sep- 

tember 20, 1917). 

a Declared themselves in sympathy with the proposals 
to substitvite moral for physical force in interna- 
tional afifairs and to obtain the freedom of the 
seas. 

b Chancellor von Hertling replied to President Wil- 
son's note (January 25, 1918). 

( 1 ) The " fourteen points " covered. 

(2) German}' determined to retain Alsace-Lor- 

raine. 

(3) The Russian, Italian, Balkan and Turkish 

frontiers were matters for local settlement. 
c Chancellor von Hertling's address to the Imperial 
Reichstag (February 25, 1918). 

( 1 ) Replied to President Wilson's four principles. 

(2) Answer to English war aims. 

(3) Explanation of Germany's war aims in 

Russia. 

4 Lloyd George's statement of war aims (January 5, 1918). 

a Turkey to be restricted to territory predominantly 

Turkish. 
b Alsace-Lorraine question to be " reconsidered." 
c Belgium to be completely restcjred in every possible 

way. 
d Balkan states to be restored. 



SYLLABUS IN HISTORY 97 

e Fate of German colonies to be decided according to 

the wishes of the natives. 
/ A league of nations formed to preserve peace, 

5 Russia's attempt to secure a general peace ( October 20, 

1917). 
a The fifteen articles of peace. 
b Trotsky's note to the Allies offering an armistice 

(November 22, 1917). 
c Trotsky's note to the Allies requesting participation 

in an armistice (December 6, 191 7). 
d Russia's "basic principles" for peace (December 

22, 1917). 
e Replies to the Russian offer. 

6 The surrender of the Central Allies: 

a Tlie iinconditional surrender of Bulgaria. 

b The collapse and surrender of Turkey. 

c Austria-Hungary signed an armistice of imcondi- 

tional surrender (November 3, 1918). 
d Germany asked President Wilson to arrange for a 

discussion of an armistice (October 6, 1918) ; 

signed November 11, ipiS. 

7 The peace settlements. 

Note. Current events should be taught, but the teacher should indicate 
that judgments formed now may be modified by new evidence. 

I Sonic possible changes grozving out of the world war. 
I Political. 

a Decline of the autocratic type of government. 

b The triinnph of democratic political institutions. 

c An effort for open diplomacy in international rela- 
tions. 

(/ The extension of the arbitration principle. 

e A vindication and guarantee of the rights of small 
nations. 

/ The defeat of aggressive imperialism. 

,(/ The establishment of peace and good will among 
the peoples of earth. 

// The development of a sense of solidarity of interests 
among all peoples. 

i The creation of a higher type of nationalism. 



98 THE UNIVERSITY OF THE STATE OF NEW YORK 

2 Economic and industrial. 

a The increase of cooperation in industry. 

b Mechanical inventions and discoveries. 

c The experiment of national control of natural 
resources and public utilities. 

d Governmental regulation of prices of commodities, 
quantity of goods consumed, the output of fac- 
tories, etc. 

e The coordination of capital, hand and brain labor in 
great governmental enterprises. 

/ The entrance of women into different fields of in- 
dustry and a demonstration of her efficiency in 
industry. 

g The development of a higher standard of living 
through an increase in wages. 

3 Social. 

a A successful experiment in democratic conscription 

for military and industrial service. 
b The demonstrated advantage of local, national and 

international cooperation. 
c The growing convictions of the cumulative evils of 

war on present and succeeding generations. 
d A tendency toward the voluntary utilization of great 

fortunes for the welfare of the state. 
e The raising of vast svmis of money for humanitarian 

purposes to alleviate tlie ravages of war. 
/ The inculcation of lessons of thrift and economy. 
g The spirit of self-sacrifice. 

4 Religious and educational. 

a A general awakening to the value of education. 

b The growth of a world public opinion. 

c The rise of new spiritual and moral values. 

d A new emphasis on physical as well as mental and 

moral education. 
e Higher standards of truth and honesty in human 
relationships. 
XI The Russian Revolution. 

A The conditions in Russia zvhen the world zvar broke out in 



SYLtAfitrs itj HISTORV ^g 

1 The government. 

a The czar and his advisers. 

b The duma. 

c Local government. 

2 Social, economic, educational and religious conditions. 

B The part played by Russia in the opening years of the world 

war. 
C Causes of the revolution. 

1 Negative forces. 

a The corruption and inefficiency of the autocratic 

government. 
b The economic and social inequalities and evils. 
c The machinations of the pro-German party at the 

court. 

2 Positive forces. 

a The success of the revolution of 1905-6. 

b The activities of the liberals among the nobles, the 

middle class and the common people. 
c The democratic influences of western Europe and 

America. 
d The industrial revolution ; its effects on the working 

classes. 
e The organization of party groups with definite 
programs. 

( 1 ) The Octobrists ; moderates who looked to 

Prussia as a model. 

(2) The Cadets — constitutional democrats, who 

took England as a model. 

(3) The Social Democrats — the followers of 

Karl Marx. 

(4) The Social Revolutionists who wanted a 

democratic republic. 

(5) The Peasants' Union; "The whole land for 

the whole people." 
D The outbreak of the revolution. 

I Special committee of defence met at Petrograd (Feb- 
ruary 14, 19 1 7). 
a Attended by ministers, members of the duma and 

council. 
b Reported that there was plenty of food, but ineffi- 
ciency and congestion had produced a food famine. 



100 THE UNIVERSITY OF THE STATE OF NEW YORK 

c Protopopoff, the minister of interior, was held 
responsible for the bad condition. 

d The czar was informed of the serious situation and 
requested to remedy it. 
2 The Nobles' Congress zuas held at Moscozv February 14, 
1917. 

a Expressed alarm at the indifference of the govern- 
ment to the serious conditions ; declared that the 
safety of the empire and the throne depended 
upon immediate action carrying out the will of 
the duma, 

b Denounced the " dark forces " undermining the gov- 
ernment. 

c Demanded internal reforms and a strong popular 
government. 
, 3 The prorogued duma met February 27, i^iy. 

a Attacks on the government began at once. 

b The food situation greiv more serious; crowds of 
starving people in Petrograd stormed bread fac- 
tories and bakeries (March 7, 1917) ; mounted 
dragoons called out but refused to fire on the 
people. 

c Strikes by transportation union, metal zvorkers, etc., 
March 8, 1917. 

d Duma's proceedings shozved a very hostile attitude 
tozvard the government (March 9-10, 1917), hence 
the czar ordered the temporary dissolution of 
duma March 11, 1917; duma revolted and refused 
to adjourn. 

e Three days of fierce street fighting in Petrograd 
{March 11-14, 1917), betzvecn the people and the 
government ; ^00,000 soldiers zvent over to the 
people; the union of all liberal parties against the 
government. 

f Duma issued official report (March 14, 1917) 
announcing the establishment of a provisional 
I government. 

'' '■ g Csar Nicholas II abdicated (March 1$, 19 17), 



SYLLABUS IN HISTORY lOI 

E The provisional government (March 14-Novcnihcr 7, 1917). 

1 Leaders: 'Prince Lvoff, Milukof, Kerensky. 

2 Series of reforms announced the latter part of March. 

a Constitution of Finland restored. 

b Autonomy granted to Poland. 

c Anti-Jewish laws repealed. 

d Civil, political and religious liberty decreed. 

3 Determination to carry on the zvar against the Central 

Powers announced. 

4 Local government throughout Russia in the hands of 

Soviets, or committees of workingmen, peasants and 
soldiers. 

5 The Petrograd Council of Workingmen's and Soldiers' 

Delegates soon became a rival of tlic provisional 

government ; The " Commune " of the Russian 

Revolution. 
a Championed revolutionary social changes. 

(i) Distribution of land among the peasants. 

(2) Workingmen's control of the factories. 
h Demanded an immediate general peace on the basis 
of " no annexations and no indemnities " 
and the right of "self-determination" for 
all peoples. 

(i) Led to demoralization of the Russian armies. 

(2) Soldiers began to elect their own officers. 

c Struggle among the Socialists between ( i ) the 
Bolsheviki, who desired the immediate and com- 
plete realization of the socialist ideal, and (2) the 
Mensheviki, moderates who stood for a minimum 
of the socialist ideal. 

6 The reorganization of the provisional government. 

a Milukof and Gutchkof accused of being imperialists 

and compelled to resign (May 16, 1917). 
b Replaced by Socialists. 
c Kerensky made minister of zvar. 

(i) Opposed a separate peace zuith Germany. 
» (2) Demanded a conference of the Allies to 

fornndate zvar aims. 

(3) Started a new drive into Galicia (July 1917) ; 
. ' its failure. 



102 THE UNIVERSITY OF THE STATE OF NEW YORK 

d Kerensky made head of the provisional government 
(July 20, 1 917). 

( 1 ) The peace plan of the Petrograd council 

adopted. 

(2) Mutiny and desertion in the armies. 

(3) Grozvth of disorganization and anarchy 

tJirougJioiit Russia. 

(4) Independence declared by various nationali- 

ties; Finns, Poles, Ukranians. 

(5) Class war against "Bourgeois" property 

owners, 
e Rise of opposition to Kerensky and the provisional 
government, (i) by the radical Bolshevikl, (2) by 
the counter-revolutionists under General Kornilof. 
f Riga captured by the Germans (September 3, 1917). 
g Fall of Kerensky and the provisional government 
(November 7, 191 7). 
F The rule of the Bolshevikl (November 7, 191 7). 

1 Nicholas Lenlne as premier and Leon Trotsky as foreign 

minister. 

2 Announced their program as: 

a An immediate deniocratic peace. 

b Confiscation of landed estates and division of land 

among the people. 
c Calling of a constitutional assembly. 
d Lodging of final authority in the Soviets. 

3 Peace parleys. 

a Armistice signed betzveen the Bolshevik government 
and the Central Pozvers {December 5, 1917) at 
Brest-Lltovsk. 

b Treaty of peace signed by the Central Powers with 
the Ukraine (February 9. 1918) at Brest-Litovsk. 
. ( I ) Independence of Ukraine recognized. 

(2) Free trade established. 

(3) Arrangements for the delivery of agricultural 

and industrial products to the Central 

Powers. 

c Negotiations for peace contimied betzveen Russia and 

the Central Powers zvith dramatic interruptions 

... from- December 16, ipiy to March j, jqi8 when 



SYLLABUS IN HISTORY IO3 

the Bolshevik government zvas compelled to sign 

the treaty of Breat-Litovsk ; terms: 

(i) Russia forced to give up Finland, Esthonia, 

Livonia, Courland, Poland and Lithuania. 

Loss of 500,000 square miles of territory 

and 66,000,000 people. 

(2) Ukraine recognized as an independent 

republic. 

(3) Batum, Erivan and Kars in the Caucasus 

ceded to Turkey. 

(4) Bolsheviki promised to stop propaganda in the 

ceded regions. 

d Three supplementary treaties signed at Berlin 
hetzi'cen Germany and Russia (August zy, 1918). 

e Effect of these treaties on ability of the Central 
Pozvers to continue the zvar, nezv burden imposed 
upon the zvestern Allies. 
4 DlfRculties encountered by the Bolshevik government in 

attempting to establish the socialistic regime. 

a Internal opposition from ( i ) the supporters of the 
old regime, including the imperial family, reac- 
tionary nobility and higher clergy; (2) the advo- 
cates of a constitutional monarchy, chiefly the 
middle class and liberal nobility; (3) the moderate 
Socialists. 

b Extcrvial opposition from (i) the Central Powers 
who sought to use the revolution for their own 
selfish projects; (2) the Jugo-Slavs; (3) the 
western Allies, who desired to restore the east- 
ern battle line: declared their intention to coop- 
erate with Russian forces opposing the Bolsheviki 
August 22d. 

c The internal enemies of the Bolsheviki zvere sup- 
pressed by ( I ) the organization of a revolutionary 
army called the "Red Guard"; (2) by terror, 
intimidation, confiscations etc.; (3) the execution 
of the czar July 1Q18. 

d The external enemies zvere met by force. 

(i) Assassination: the German ambassador von 
Mirbach was killed at Moscow (July 6, 



104 THE UNIVERSITY OF THE STATE OF NEW YORK 

1918) ; the German commander in the 
Ukraine was slain at Kiev (July, 1918). 

(2) War: the invasion of German troops was, 

resisted by the Red Guard. Lenine declared 
that a state of war existed with the western 
Allies (July 29, 1918). 

(3) Allied troops, including Americans, landed at 

Archangel (August 2, 1918). 

(4) American troops landed at Vladivostok to 

cooperate with Japanese, British, French, 
Italian and Chinese troops in preventing 
the control of Siberia by the Bolsheviki. 

(5) Trotsky elected president of the supreme war 

council in Russia to repel the invaders. 
G The spread of Bolshezism to central and zvestern Europe. 
H Problems still confronting Russia. 
XII A survey of contemporary civilisation. 
A Political. 

I The greatest single force in the zcorld is the sovereign 
state. 

a Characteristics, 
b Classification of sovereign states. 

(i) Republican or monarchial according to char- 
acter of executive. 

(2) National or imperial according to territory 

and people. 

(3) Democratic or autocratic according to the 

power of the people to decide governmental 
questions. 
c Number and character of states. 

(i) The 1,500,000,000 people on earth organized 
politically into fifty or more sovereign states. 

(2) Those created during the world war. 

(3) About thirty republics, including about half 

of the population of the woiid, 

(4) Remainder are monarchies more or less lim- 

ited by constitutional and parliamentary 
checks ; some of these, like Great Britain, 
Norway and Italy, very democratic. 



SYLLABUS IN HISTORY IO5 

(5) Tendency everywhere to replace autocratic 
by democratic states. 

2 Extension of franchise. 

a Causes of grozvth since the American Revolution. 
(i) Influence of Christianity on the conception of 
brotherhood. 

(2) Influence of the French Revolution; " liberty, 

equality, fraternity." 

(3) The industrial revolution. 

(4) The various political revolutions. 

(5) Changes growing out of the world war. 

b The political emancipation of zvomen ; its results. 
c Significance of these democratic changes. 

3 The political constitution as a foundation of the state 

today. 

4 Nezi' conception, of the scope and function of government. 

a The old idea of government as a mystery conducted 

for the benefit of the ruling class disappearing. 
b The new idea of government as a servant of the 
people gaining ground rapidly, 
(i) Grows out of mutual interdependence of indi- 
viduals. 

(2) People perform duties and secure rights 

through government. 

(3) The government helps where the individual 

can not help himself. 

(4) Governmental means of cooperation among 

individuals. 

c To meet the great human needs today governments 
are confronted by many serious problems scarcely 
thought of formerly. 
5 GrowtJi of international relations. 

a Widespread need for world order, world justice and 
world secvnnty. 

b Consciousness of necessity for world organization has 
already created many agencies for world govern- 
ment, 
(i) Official agencies. 

(2) Unoflicial agencies. 

(3) Inadequacy of the institutions already estab- 

lished. 



I06 THE UNIVERSITY OF THE STATE OF NEW YORK 

c Numerous plans for furtherance of world organi- 
zation. 
d Effects of the world war. Refer to topic X. 
B Social and economic. 

1 Rapid extension of the industrial revolution over the 

world. 

a States in which industry has been most highly 

developed. 
b States in which industry has been only partially 

developed. 
c Portions of the earth where industry is undeveloped. 

2 General effects of the industrial revolution on 

a The growth of democracy, nationalism, imperialism 

and internationalism. 
b The development of a spirit of cooperation between 

(i) employer and (2) employee. 
c Poverty and other social problems. 
d Social legislation and reforms. 
e Stimulation of discoveries and inventions. 
/ Increase of world trade and commerce. 
g Educational institutions and programs. 

3 Proposed socialistic and communistic schemes for im- 

proving organized human society. 
a The varying groups and different schemes. 
h Reasons for strength of socialism in industrial 

centers and its weakness elsewhere. 
c Its political effects. 
d Its social and economic influence. 
e Its weaknesses as shown by its opponents. 
/ Its failure in the world war. 

4 Human welfare and humanitarian activities. 

a War on poverty ; official and private efforts. 

b Legislation for improving the condition of the 

poorer classes. 

(i) Hours, wages, safety appliances, compensa- 
: tion, pensions etc. 

(2) Sanitation, housing, insurance, education etc. 
c Protection and education of children. 
d Care of the unfortunate and criminal classes. 
e War on disease. 

/ Efforts to solve the liquor problem, immorality etc. 
g Public and private charities and relief work. 



SYLLABUS IN HISTORY IO7 

C Educational. 

1 The dissemination of intelligence and enlightenment over 

the zvorld one of the big problems of our age. 
a Illiteracy in the various states of the world. 
b Agencies at work to improve conditions. 

2 Tendency toward secularisation and democrati::dtion of 

popidar education. 
a Where the. most progress has been made. 
b Work still to be done. 

3 Various kinds of educational agencies at work. 

a Public school systems. 

b Private schools. 

c Higher education. 

d Industrial, technical and professional schools. 

e Libraries, museums etc. 

/ The press, theater and church. 

4 The importance of science. 

a Evolution and heredity ; biology and anthropology. 

b Geology, chemistry and physics. 

c Medicine and aseptic surgery, 

d The newer social sciences — economics, political 

science, sociology, psychology. 
e The age of exploration, invention and discover3^ 

5 Effects of all these educational agencies on our civili- 

zation. 
D Religious. 

1 Religion as a factor in the civilization of the world today. 

2 The great religions of the earth. 

a Christians : 565,000,000. 

( 1 ) Roman Catholics : 273,000,000. 

(2) Eastern Orthodox: I20,oco,oco. 

(3) Protestants: 172,000,000. 

b Confucianists and Taoists : 300,000,000. 

c Mohammedans : 222,000,000. 

d Hindus: 219,000,000. 

e Buddhists: 138,000,000. 

/ Shintoists : 25,000,000. 

g Jews: 12,000,000. 

h Geographical location of these great religions. 



I08 THE UNIVERSITY OF THE STATE OF NEW YORK 

3 Religion as a cii'ilij:ing world force. 

a Permeating law and government. 

h As an educational power. 

c As a force for social betterment. 

d As a force inculcating ethical standards, 

e Missionary endeavors and their results. 

4 Some problems confronting different religions. 

a Separation of church and state. 
h Growth of toleration and religious freedom. 
XIII Review and summary. 

A Review the leading political, economic, social, educational and 

religious facts of the period from 1789 to 1919. 
B Point out the old forces that persisted throughout all or a ll 

portion of this period. 
C Emphasize particularly the new forces that appeared during 

this period. 
D Show the conflict between the old forces and the new forces 
and indicate : 

1 To what extent the new forces have triumphed. 

2 The problems awaiting partial or complete solution. 

E Indicate the fundamental characteristics of civilization today 
and compare them with the characteristics of the civiliza- 
tion before 1789 in order to understand in what particular 
institutions progress has been made. 



SYLLABUS IN HISTORY IO9 



Course C 

Major sequence or minor sequence 
Third year, first and second terms 

AMERICAN HISTORY; PEOPLE, INSTITUTIONS AND 

GOVERNMENT 

I The Americans — A nation of immigrants. 

A Europe {the continent from ivhich the American race sprung) 
about 1500. 

1 The commercial situation. 

a The rapid development of commerce with the East 

from the time of the Crusades. 
b The commercial crisis produced by the Turks. 
c The known world before 1492. 

2 The intellectual situation. 

a The spirit of inquiry pervading Europe; the Renais- 
sance. 

b The available geographical facts and theories aiding 
Columbus. 

c The inventions which prepared the way for 
Columbus. 

3 The tvonderful expansion of the known world about ijoo. 

a The voyages of Columbus, Cabot and Cortereal. 
b The work of Da Gama and Magellan, 
B The opening up of America (i 500-1 700). 

1 The rivalry of European nations in American exploration. 

2 The special zvork done by Spain, France, England, 

Holland. 
C Causes of the first immigration to America (1600-1700). 

1 The religious revolution in Europe. 

a Its origin in Germany in the time of Martin Luther 

(1517)- 
b The rise of Protestantism in England, Scotland, 

France and Holland. 
c America, a place of refuge for persecuted sects — 

Puritans, Catholics, Quakers and Huguenots. 

2 Economic and social conditions in England and Europe. 

a The overcrowding of population in the cities. 
b The wretched condition of the peasantry. 
c The ambition for better business prospects. 



no THE UNIVERSITY OF THE STATE OF NEW YORK 

3 Political conditions in England (1603-88). 

a The misrule of the Stuarts ; coming of the Puritans. 
b The rise of parliamentary opposition, led by the 

Puritans. 
c The Pvu'itan Revolution ; coming of the Cavaliers. 

4 Political conditions in France under Louis XIV ; coming 

of the Huguenots. 
D Character of the immigration of colonial times. 

1 7/.S- diversified nature, representative of many nations and 

classes of society. 

2 The rapid merging of the diverse racial elements zvith the 

English stock. 

3 The quality of the colonial immigrant — predominantly 

vigorous, industrious, law-abiding, intelligent, religious. 

4 The influence of the colonial immigrant in sliaping 

American ideals. 
E Evolution of the first typical American — the tvestern pioneer 

of the revolutionary period. 
F Immigration to the United States between i/Sg and iSpo. 

1 Nationalities — chiefly from ivestern and northern Eu- 

rope: Irish, German, Scandinavian. 

2 Causes. 

a In Ireland : political, social, economic discontent. 

b In Germany : chiefly political discontent. 

c In the Scandinavian countries : economic discontent. 

3 Results. 

a A factor in the settlement of the Middle West. 

b The strengthening of the cause of the Union in the 
Civil War. 

c Abundant labor for developing industries, transpor- 
tation etc. in the North. 

d Growth of urban population. 

e A large influence in our political life. 

/ Further influence on the national character. 
G Immigration to the United States since iSqo. 

I Its character as contrasted zvith tlie earlier immigration. 

Chiefly from southern and eastern Europe and from 

the near Orient: Poles, Magyars, Slovaks. Russians, 

Jews, Italians, Greeks, Syrians etc. 



SYLLABUS IN HISTORY III 

2 Amount. 

" 20,oco have arrived in New York harbor in a single day."— Haworth. 

3 Cause; chiefly economic. 

4 Effects. 

a Efils. 

(i) Difticulties of assimilation: the great num- 
bers ; less like the original American stock. 

(2) Growth of foreign centers and settlements in 

our cities and rural districts. 

(3) Political effects: the lowering of the qualifi- 

cations for the franchise; the failure of 
many to seek citizenship. 

(4) Complication of our educational problem. 

(5) Blurring of our national ideals. 

(6) Enormous increase in the difficulties of the 

problems of dealing with crime, de- 
linquency, insanity, feeble-mindedness, pau- 
perism, illiteracy, city congestion. 

(7) Increase of economic problems, such as (a) 

lowering of wages and standard of living; 
ib) evils of the padrone and sweating sys- 
tems; (c) problems of unemployment. 
b Values. 

(1) Cultural. Influence on music, art, architect- 

ure and literature. 

(2) Industrial. Made possible the rapid devel- 

opment of our natural resources, indus- 
tries and public improvements ; mining, 
lumbering, manufacturing, canals, rail- 
roads. 
H Immigration as a present-day problem. 
I Restriction of immigration. 

a The present immigration lav/. 

b American interests opposing and favoring the restric- 
tion of immigration. 
c The value of restricting immigration by (i) the 
literacy test, (2) a permanent hnmigration com- 
mission, (3) a percentage basis. 
d The special problem of oriental immigration. 



112 THE UNIVERSITY OF THE STATE OF NEW YORK 

2 Americanising the immigrant. 

a Influence of the public schools. 

h The common service and sacrifice for his adopted 

country and its ideals, 
c Other agencies. 

" I was told while in Syria that in America money could be picked up 
everywhere. That was not true. But I found that infinitelj^ better things 
than money — knowledge, freedom, self-reliance, order, cleanliness, sovereign 
human rights, self-government, and all that these great accomplishments 
imply — can be picked up everywhere in America by whosoever earnestly 
seeks them. And those among Americans who are exerting the largest 
influence toward the solution of the immigrant problem are, in my opinion, 
not those who are writing books on ' good citizenship,' but those who stand 
before the foreigner as the embodiment of these great ideals." — Abraham 
Rihbany. 

II The rise and progress of democratic institutions in the United 
States. 
A The meaning of the word " democracy." 

1 An analysis of Lincoln's famous definition, " Government 

of the people, by the people, for the people." 
a Meaning of each phrase. 

2 The significance of the statement, " The achieving of de- 

mocracy is a process, not an event." 
a A gradual development of better laws and organiza- 
tion. 
b A gradual process of development of national char- 
acter: a spirit of cooperation, equal opportunities 
for all, self-confidence, toleration, respect for the 
man who makes his way, the dignity of work, 
coinmon-sense, wisdom in judging public affairs. 
3 America, a land of experiments in democratic institu- 
tions. 

" For three centuries this continent has been a great laboratory for 
succeeding generations of Europeans. Experiments in church and state and 
society, in religious liberty and democracy, which could not easily be per- 
formed in the old world — a world too crowded for experiments in high 
explosives — could be carried on in comparative safety in the wide, open 
spaces of Young America. It is not so much that we were a unique people 
as that we had a unique opportunity. So it came about that the French 
reformers of 1789 found inspiration in the American Revolution ; that half a 
century later European thinkers like Alexis de Tocqueville were encouraged 
by our experiments in religious liberty to believe that religion might live 
without the support of the state ; that in our own time we have been hoping 
to make a real contribution to the safety and progress of European 
democracy." — Greene, in The History Teachers Magazine, September igiy 



SYLLABUS IN HISTORY II3 

B The rise of democracy in colonial times. 

1 Political beginnings. 

a Representative government on a geographical bagis 
in Virginia (1619); established everywhere prior 
to the Revolution. 

h The Mayflower compact, the first experiment in co- 
operative political effort (1620). 

c The New England tow^ns; direct democracy. 

d Written constitutional government and full man- 
hood suffrage in Connecticut. 

2 Religious he ginning s. 

a Partial toleration in Maryland ; complete religious 

freedom in Rhode Island. 
h Separation of church and state in Rhode Island and 

Pennsylvania. 
c Gradual abolition of religious qualification for voting 

and office holding in the other colonies. 

3 Social and educational beginnings. 

a Rise of a public school system in Massachusetts and 

in New York. 
b Quaker ideas of brotherly love ; Quaker attitude 

toward crime and its punishment. 
c Georgia as a place of refuge for the unfortunate. 

4 Gradual grozvth in power of the colonial assemblies. 

a Contests between the governors and the assemblies 

ending in popular victories. 
b Value as a training for self-government. 

(i) Maintained the interest of the people in public 
■' affairs. .... 

(2) Developed a spirit of independence. 

(3) Trained a body of men in the conduct of gov- 

ernment. 

(4) Produced such popular government as existed 
•-•'"• ^ nowhere else in the world. 

Note": The teaclierr should emphasize the steady growth toward 
popular government although noting the existence of political and 
social inequalities and lack of religious tolerance. 

C The French-English wars (1689-1763) ; their influence upon 
democratic development. 
■ I The number, causes, both European and colonial ; com- 
parison of combatants; terms of final peace. 



114 THE UNIVERSITY OF THE STATE OF NEW YORK 

2 The influence of the struggle upon the democratic devel- 
opment of America. 

a The concentration of Britain on domestic and war 
interests until 176^, making her pay indifferent 
attention to colonial affairs, and leaving the colon- 
ists great freedom in managing their own political 
and economic life. 

h The grozving consciousness among the English Col- 
onists of solidarity of interests developing out of 
their common tasks and association in the war. 

c The removal of a powerful {France) enemy from 
the American continent, making the colonists feel 
more independent of English support. 
D The forces working for and against union up to 1775. 

1 The forces tending tozvard union. 

a A common language. 

h A common heritage of English institutions, ideas and 

ideals. 
c Protestantism the prevailing faith. 
d Common antagonism toward England's interference 

with their economic interests. 

2 The forces zvorking against union. 

a The fear that centralization of government would 
mean opportunity for England to control ; the 
Albany Congress (1754) and the attitude of the 
colonies toward Franklin's plan of union. 
h An intense local patriotism, or pride in the indi- 
vidual power of each colony. 
E The American Revolution, a great step toward world democ- 
racy, 1775-175^- "A natural conflict between two 
ideals and two groups o>f interests." — Greene. 
I American ideals. 
' a Colonial interpretation of the English constitution, 

that the colonies v/ere bound to England by per- 
sonal union with the crown rather than by legis- 
lativ£ union through parliament. 

( 1 ) No taxation except by their own colonial 

legislatures. 

(2) Self-government through " charter rights." 

b An alert insistence upon " rights of Englishmen." 
c Belief in freedom of trade. 



SYLLABUS IN HISTORY 115 

2 English ideals. ; ■ : | 

a General ideals. 

(i) A unified imperial organization. 

(2) Representation in parliament on a class basis, 

rather than on a geographical bas'.s and 
according to population. 

(3) The development of the mother country 

through control of colonial trade. " Much 
less arbitrary and oppressive than similar 
colonial regulations made by France and 
Spain for their American possessions." 
h Conflicting party ideals. 

(i) Tory ideal, passive obedience to king. 

(2) Whig ideal, legislative supremacy of par- 

liament in its relation to the crown; Pitt, 
Burke, Fox etc. 

(3) The Whigs and Tories in America; numerical 

proportion of Patriots and Loyalists. 

3 The two " heralds " of the Revolution. 

a Patrick Henry, and the parson's cause. 
h James Otis and writs of assistance. 

4 The chief acts zvhich caused the revolt, 176^-75. 

a The attempt to enforce navigation and trade laws; 

writs of assistance ; " the Gaspee affair." 
h Th.e stamp tax. 
c England's effort to control American courts through 

appointment and pay by the crown of judges and 

court officials. 
d Interference with charter rights. 
e Quartering of troops. 
/ The disposal of the lands west of the Alleganies. 

(i) Granted to the Indians by George III after 

the conspiracy of Pontiac (1763-65). 
(2), Later organized as province of Quebec 

(1774)- 
g The accumulation of grievances after George III, 
through bribery, gained control of parliament ; the 
prohibitory acts, Burke's grand penal bill. 
5 The opening of the fight, Lexington and Concord, Bunker 
Hill, Dorchester Heights, Fort Moultrie. 



Il6 THE UNIVERSITY OF THE STATE OF NEW YORK 

6 The significance of the Declaration of Independence, 1776. 

a The immediate circumstances that impelled the issu- 
ing of the Declaration. 

( 1 ) The king's proclamation that the Americans 

were rebels. 

(2) The sending of the Hessian troops. 

(3) The feeling that it would strengthen the popu- 

lar cause by leaving no way for retreat or 
compromise. 
b The doctrines and statements of the Declaration. 
(i) Doctrine of equality — all men are created 
equal, 

(2) Doctrine of inalienable rights — life, liberty 

and the pursuit of happiness. 

(3) Doctrine of the social compact — govern- 

ments are set up to attain above ends. 

(4) Powers of government rest on the consent of 

the governed. 

(5) The right to overthrow a government sub- 

•versive of its ends. 

(6) Statement of grievances justifying the revo- 

lution. 

(7) Declaration: "that these United States are, 

and of right ought to be free and independ- 
ent states," 

7 Washington, " the Man of the Hour." 

a A prominent leader in earlier colonial affairs, 
h A maker as ivell as a commander of armies; his 
appointment by the Continental Congress; the 
problem of short-term enlistments ; the evolution 
of the Continental army ; the devotion to his 
■ troops; Valley Forge. 
' c A general who nez'er acknozpledged defeat, Long 
. , . Island, Trenton, Princeton, Monmouth, German- 
• ■ • • ' • town and Brandywine, Yorktown. 

d His masterly way of farcing the problem of " eneniiag 

■ • . ■ - within the' camp '■';■ the plotting of the Loyalists; 

■ , . General Gates and the- Conway Cabal; Benedict 

Arnold; Charles Lee. 

e A man having the moral qualities necessary for a 

leader of democracy. 



SYLLABUS IN HISTORY 11/ 

8 The Burgoyne campaign as the crisis of the war; its 

threefold influence on. 
a America, 
b England, 
c France. 

9 The significance of French aid (the French Treaty of 

Alliance, 1778). 

10 Oilier prominent heroes of the struggle. 

a Nathanael Greene, Daniel Morgan, Paul Jones, 

George Rogers Clark. 
h Lafayette, Kosciusko, Steuben. 

11 The end of the strife. 

a English problems bringing peace. 

b Peace negotiations and treaty (1783). 

12 The results. 

a The first great republic of modern times. 

b The downfall of the king's control over the English 

parliament. "If England prevails, English and 

American liberty is at an end." Horace Walpole. 
c The modern enlightened attitude tozvard colonial 

administration; conspicuous examples ; England 

and the United States. 

13 The part played by the Second Continental Congress in 

the Revolution. 

a Its development into a revolutionary body. 

b The representative of union until 1781. 

c Its relation to the forming of state governments. 

d Its gradually decreasing authorit}-. 
F The adoption of state constitutions during the strife. 

I The significance of the evenly " this work, ive might ivell 
say, ivas the revolution." 

a Its transformation of the colonies into common- 
wealths. 

b Its recognition of the ultimate source of goz'ernment 
and of authority of government, to emanate from 
the people. 

c The recognition^ that there are certain essential rights 
of man that can not be taken away. First bill of 
rights, adopted by Virginia, 



Il8 THE UNIVERSITY OF THE STATE OF NEW YORK 

d Influence upon later constitutions. 

(i) Adoption of a bill of rights in the French 
constitution (1789-91) through Lafayette's 
recommendation. 
(2) Influence upon the federal constitution. 

2 Certain aristocratic and donocratic tendencies of the 

earlier constitutions. 

a Massachusetts alone submitted her constitution for 

the people's ratification. 
b Only New England and New York elected governors 

by popular vote. 
c The legislatures possessed more power than the 

executives. 
d The governor deprived of the veto in most of the 

states. 

3 The retention by Rhode Island and Connecticut of their 

colonial charters as republican constitutions. 
G The ordinance of I'jSj ; America's first attempt dt territorial 
administration. 

1 Political democracy guaranteed. 

a Provision for gradually acquiring self-government. 
b Protect irn of the writ of habeas corpus, and of trial 
by ju-y. 

2 Social democracy guaranteed. 

a Freedom of worship. 
b Prohibition of slavery. 
c Encouragement of education. 
H The Articles of Confederation; our first experiment in a 
democratic union of states (1781-89). 

1 Lack of sympathy among the states; the spirit of 

particularism. 

2 Its fatal defects. 

a No executive head. 

b No power of taxation, or of the regulation of com- 
merce. 
c No power to enforce laws. 
d Impossibility of am.ending. 

3 Its value as a preparatory step toivard closer union. 

4 " The critical period of United States history." 
I The adoption of the Constitution (1789). 

I Preliminary study of the convention (1787). 



SYLLABUS TN HISTORY 119 

2 Its principles. 

a Strong central government, a federation (per])etual 

union implied rather than expressed). 
b Separation of powers. 
c Checks and balances. 
d The unique function of the Supreme Court. 

3 lis three great compromises, and the reasons for their 

adoption. 

a The two-house legislature — a confl-.ct bct^veen large 
and small states. 

b Apportionment of taxat'on and representation — a 
conflict between slave and free states. 

c The control of interstate and foreign commerce given 
to the central government, and the abolition of the 
slave trade definitely provided for — a conflict 
between commercial and agricultural interes s. 

4 The bill of rights, its origin, adoption, and significance 

as a protection (a) of the rights of the individual 
citizen against the federal government; (h) of the 
rights of states against the federal government. 

5 The greatness of the constitution. 

a The wisdom of the fathers in utilizing the experience 

of the past. 
b Interpretation of Gladstone's tribute to the consti- 
tution. 

6 Provisions of the constitution as showing (a) the aristo- 

cratic, conservative tendencies of the time; (b) the 
democratic, progressive tendencies of the time. 
J TJie qreat contributions to the success of the nezv democracy; 
made by the Federalist party (1789-1801).^ "The 
services of these men to the country were great and 
lasting." — Muj::::ey. 

1 The choice of Washington as our first president. 

2 The organization of the nezv government. 

a The creation of the executive departments. 
b The organization of the judiciary. 
c Washington's appointments to office. 

3 The financial policy adopted by the nezv government 

guided by the genius of Alexander Hamilton. 



I20 THE UNIVERSITY OF THE STATE OF NEW YORK 

a The principles involved in (a) the funding of the 
foreign and domestic debt; {b) the assumption of 
state debts (the compromise made necessary) ; 

(c) the excise tax (resulting Whisky rebellion) ; 

(d) the creation of the United States Bank. 

b The great value of these measures in strengthening 
the new democracy both at home and abroad. 

4 The forming of political parties; Federalists and early 

Republican parties. 

a The rise of the two-party system ; their first opposing 

principles. 
b A comparison of their great leaders, Hamilton and 

Jefferson. 
c The bitter partisan abuse developing. 
d The position taken by Washington. 

5 Washington's farewell address, as a permanent co)itrihu~ 

tion to American democratic thoxight. 

6 Peace secured zinth England, France and Spain. This 

topic developed in more detail under the topic, 
" Foreign policy of the United States." 

7 The causes of the dozvnfall of the Federalist party. 

a Its foreign policy leaning toward England, rather 
than democratic France. 

b The alien and sedition acts ; pronounced " tyrannical 
and unconstitutional " ; inspired the Virginia and 
Kentucky resolutions. 

c The increased taxation. 

d The factional strife among the leaders. 

e The growing spirit of democracy among the Ameri- 
can people. 

8 The unfortunate judiciary act: an example of the bitter 

strifes that frequently result in the two-party system: 

its later repeal. 
K The triumph of the early Republican party under Thomas 

Jefferson, (1801-9). 
I The character and ideals of the founder. 

a As a political organizer : comrade and fellow-worker 
of the people ; a shrewd party leader. 

b As a radical political philosopher: "the essence of 
Jeffersonism is contained in the thought that 
America means opportunity." — McLaughlin. 



SYLLABUS IN HISTORY 121 

c As a statesman : " foresaw that the nation would be 
democratic and that our government must become 
so." — Ashley. 

2 The election of Jefferson: its significance as " the revoki- 

tion of 1800"; the contest in Congress; the resulting 
twelfth amendment. 

3 Jefferson's policies in regard to (a) the civil service; 

{h) military and naval expenditures; (r) finances : the 
reduction of the debt; internal revenue. 

4 The Louisiana purchase (for details, see outline on the 

"Foreign relations of the United States"). 

a The constitutional question involved; liberal inter- 
pretation becomes a national, rather than a party 
principle; also, a contribution to our unwritten 
constitution. 

h The future home of radical democracy ; reasons. 

c The opening up of the country for its people: the 
explorations of Pike and of Lewis and Clark. 

d Influence upon slavery. 
L " Our second War of Independence," the War af 1812. A war 

for economic and commercial freedom. 

1 The rise of the young Republicans; the influence of the 

radical West upon the more conservative East. 

2 The lack of national unity, shown in New England's atti- 

tude toward (a) the declaration of war; (6) the use 
of her militia; (r) the Hartford convention. 

3 The results. 

a A greater national unity. 

(i) The Democratic-Republican party becomes a 
broad construction party. 

(2) The disappearance of the Federalist party. 

(3) The resulting "Era of Good Feeling," 

(1817-25). 
b A nezv national spirit showing independence of 

tradition, and of foreign criticism. A new type 

of patriotism develops. 
c America becomes industrially independent; the rise 

of the factory system; the protective tariff of 1816. 

Rechartering of the United States Bank (for 

further development, see economic outline). 
d Stimulation of wcstzvard movement. 



122 THE UNIVERSITY OF THE STATE OF NEW YORK 

M TJie great zvestzvard movement (1812-30) following the War 
of 1812. 

1 Its many causes: the blockade, the agricultural advan- 

tages, the liberal government policy, desire for greater 
political freedom, native restlessness, slavery. 

2 Its results. 

a Internal improvements : the Cumberland road, the 

Erie canal. 
h Strengthening of the spirit of nationalism. 
c Rapid admission of new states. 
d More democratic development of the western state 

institutions. 
e A new race developing rapidly — the American t) pe. 
N The development of our federal court system, during the 
period from 1800 to 182^. 

1 The importance of the appointment of John Marshal! to 

the Supreme Court (1801). 

2 The early uses of the pozver of impeachment, their value 

in strengthening the judiciary and in strengthening the 
power of popular government. 

3 The rapid grozvth of the implied pozvers of the consti- 

tution under Supreme Court decisions — a great 
nationalizing influence. 
O The beginning of slavery as a national question (1820). 

1 The attitude of the nation on this question in i/8g, as 

shown (a) in the constitutional convention; {h) in the 
country at large. 

2 The influence of the industrial revolution ; the cotton gin 

1793- 

3 Slavery prez'ious to 1820. 

4 The first great national crisis on the sJaz'cry issue. 

a The desire of Missouri lo be admitted as a slave 

state, 
b Opposition in the North; economic rather than moral 
reasons predominating ; free labor vs. slave labor. 
c The Missouri Com premise. 
P The Monroe Doctrine; the United States becomes the cham- 
pion of democracy in the western hemisphere (1823). 
(See also outlines on the "Foreign relations of the 
United States.") 



SYLLABUS IN HISTORY 123 

1 The circumstances leading to its promulgation. 

a The Holy Alliance and the South American 

republics. 
b The expansion of imperialistic Russia into northern 

part of North America. 

2 The principles proclaimed in Monroe's message (the 

disputed authorship of the message). 

3 Its significance as a zvorld event in the history of democ- 

racy. 
Q The rise of national democracy (1829-41). 

1 The realignment of parties: National Republicans and 

Jacksonian Democrats (1825, 1829). 

2 The election of Jackson; a zvave of democracy. 

a His character and previous career. 
h His ideals compared with those of Jefferson; Jack- 
sonian vs. Jeffersonian democracy. 

3 The Jacksonian epoch. 

a Nezv political methods; nomination by convention; 

the campaign ; the " machine " and the " boss." 
b Jackson and the introduction of the " spoils system " ; 

his appointments and removals. 
c Jackson and the "nullification" principle. 

(i) The rise of the "Nullification" theory. 

(a) Virginia and Kentucky resolutions 

(1798-99). 

(b) Hartford convention (1814). 

(c) Georgia's defiance of the federal gov- 

ernment (1825-27). 

(2) The Wehstcr-Hayne debate (1830). 

(a) The arguments of Webster in reply to 

Hayne. 

(b) The theories from a historical and 

practical standpoint. 

(3) "The tariff of abominations" {1828). 

(a) The reasons for passing it. 
{b) South Carohna's nullification: Cal- 
houn's exposition (1832). 

(c) Jackson's characteristic action; the 

Force bill (1833). 

(4) The ccmpromise tariff of 1833. 



124 THE UNIVERSITY OF THE STATE OF NEW YORK 

d Jackson and the overtliroiv of the United States 
Bank. 
(i) Causes of Jackson's hostility to the bank. 

(2) Jackson's attack on the bank. 

(3) The removal of the deposits : the " pet banks." 
R The e.vtension of slavery becoming the great moral issue of 

democracy ( 1841-60) . 

1 The rise of the abolition movement. 

a IVilliam Lloyd Garrison and the founding of the 

''Liberator" (1831). 
b Mob violence in the North against the abolitionists; 

the martyrdom of Lovejoy. 
c Slavery petitions in Congress (1836-37) ; " gag-reso- 

olutions" ; the attitude of Calhoun and of J. Q. 

Adams. 
d The influence of the abolitionists in arousing public 

opinion on the moral issue of slavery: 

(i) Attitude of the Quakers. 

(2) Discord within the churches. 
e Literature of the movement ; the poems of Whittier 

and of Lowell ; the orations of Phillips. 

2 Southern desire for more slave territory ; economic and 

political reasons. 

3 The rapid acquisition of territory to the United States 

in this period, bringing the question of slavery-exten- 
sion vitally before the nation. (For details, see topic 
on the " Foreign relations of the United States.") 
a The annexation of Texas (1845). 
b The Oregon Treaty (1846). 
e The treaty folloiving the Mexican War (1848). 

4 The IVilmot proviso, " the turning point in the history 

of slavery." 

5 The election of 1848, a time of political confusion; the 

position of the various parties on the slavery question. 

6 The question of slavery extension approaches its crisis. 

" An irrepressible and irreconcilable conflict between 
opposing and enduring forces." — William H. Sezvard. 
a The Compromise of 1850 and its results, particularly 

with reference to fugitive slaves and the Missouri 

compromise. 



SYLLABUS IN HISTORY ^^S 

h The election of 1S52; reason for the success of the 
Democrats. 

c The Kansas-Nebraska bill and the struggle for Kan- 
sas; "popular sovereignty" (1854-61). 

d The election of 1S36; the organization of the Repub- 
lican party founded on a great moral issue. 

e The Dred-Scott decision (1857). 

/ The Lincoln-Douglas debates, 1858; Lincoln's atti- 
tude toward (I) enforcement of the fugitive-slave 
law; (2) slavery within the states; (3) the right 
of secess'on. 

g The John Brown raid. 

h The influence of Uncle Tom's Cabin, Helpers 
"Impending Crisis" and Sezvard's "Higher 
Lazv" doctrine. 
7 The election of Abraham Lincoln (i860). 

a Lincoln s early career and qualifications for his great 

task, 
b Reasons for his nomination and election. 

Note: Emphasize Lincoln's campaign speeches; 
Cooper Union address typical. 
S The secession movement (1860-61). 

1 Attitude of the Secessionists (i860). 

a Their grievances. 

b The attitude of their leaders ; their political ambi- 
tions ; no compromise; threats of secession before 
the election of Lincoln. 

c Their arguments defending secession. 

2 Attitude of the Unionists (i860). 

a Their grievances; their failure to appreciate the 

southern economic problem. 
b Their arguments against the right of secession. 

3 The two fundamental causes of secession: (a) the system 

of slavery, (b) the doctrine of state sovereignty. 

4 Attempts at compromise after Lincoln's election. 

5 The secession of South Carolina and six other states 

before Lincoln's inauguration; failure of the North to 
realize the gravity of the situation. 
T The Civil War (1861-65); the second " crUical period" of 
our history. 



126 THE UNIVERSITY OF THE STATE OF NEW YORK 

1 Preliminaries of the great struggle. 

a Lincoln's selection of his advisers. 

h The activities of the South. 

c The fall of Fort Sumter and Lincoln's first call for 

volunteers ; the elifects on the North and the South. 
d The indecision of the " border states." 
e The formation of the confederate government ; the 

states which finally joined the Confederacy. 

2 Comparison of the resources and strength of the com- 

batants. 

a Resources in men, and other means of warfare; the 
finances of both sections. 

b Initial advantage of South: (i) plantation system, 
(2) previous military training of the leaders. 

c The advantages of topography and of climatic condi- 
tions of the theater of war. 

d The unity of southern feeling; northern oppos'tion 
to the war. 

e The attitude of European nations, particularly Eng- 
land and France. 

/ Northern advantage in possessing the machinery of 
a long standing government. 

3 Progress of the strife. 

a The opening events of 1S61. 

(i) Assembling of troops for the defense of 
Washington. 

(2) Organization of the army of the Potomac. 

(3) The Battle of Bull Run. 

(4) The Trent affair. 
b The campaign of 1862. 

(i) In the West. 

(a) Opening of the upper M'ssissippi; 

Forts Henry and Donelson ; Shiloh. 

{b) Opening of the lower Mississippi; 

New Orleans. 
{c) Struggle for eastern Tennessee, to iso- 
late the Gulf States. 
(2) In the East. 

(a) The Peninsular campaign. 

(b) The first attempt to transfer the war 

to the North : Antietam, Fredericks- 
burg. 



SYLLAfiUS IN HISTORY 1^7 

c The Emanicipation Proclamation {January 1863). 
(i) Events leading to emancipation. 
{2} Lincoln's position on the slavery question; 
his " paramount object." 

(3) The character of the proclamation. 

(4) Its results as a war measure. 

d The further use of his zvar powers by the President. 

(1) The suspension of the right of habeas corpus. 

(2) The commandeering of railroad property. 

(3) The censorship of the telegraph and of the 

press. 
e The crisis of 1863. 

(1) In the East: failure of the second attempt to 

transfer the war into the North; Chancel- 
lorsville, Gettysburg. 

(2) In the West: opening of the central Missis- 

sippi, Vicksburg; control of eastern Ten- 
nessee; Chickamauga, Chattanooga. 
/ The fight on the sea. 

(1) Policy of privateering inaugurated by the 

SoUth : results. 

(2) Establishment of a blockade by the North: 

results. 

(3) The fight between the Monitor and the Mer- 

rimac (1862). 

(4) The career of the Alabama ; its sinking by the 

Kearsarge, (1864.) 

(5) The capture of Mobile bay (1864). 
g The campaign of 1864. 

(i) Union victories in the East. 

(a) Grant's campaign against Richmond. 

(b) Sheridan in the Shenandoah valley. 
(2) Other Union victories. 

(fl) Sherman's march " from Atlanta to 

the Sea." 
(h) Thomas's campaign against Hood, its 
importance. 
h The end; the surrender of Lee at Appomattox; the 
democratic terms (1865). 
4 The results. 

a The cost: (i) in health, life, wealth; (2) in the 
murder of Lincoln. 



128 THE UNIVERSITY OF THE STATE OF NEW YORK 

b The results: (i) the triumph of the democratic ideal 
of free men; the thirteenth amendment; (2) the 
saving of the Union: its national, and inter- 
national importance; (3) reorganization of eco- 
nomic life of the South. 
5 Lincoln, the ideal American; an interpreter of tJie Ameri- 
can spirit. 

a His personality: (i) Physical appearance, (2) 
political sagacity, (3) charity, (4) simplicity, 
(5) sense of humor, (6) keen judgment of 
human nature, (7) faith in a higher power. 
b His conception of government: belief in (i) a 
responsive and responsible government, (2) sacred- 
ness of obedience to law, (3) the inviolability 
of the Union, 
c His attitude tozvard society,- (i) respect for the 
common man, (2) equality and brotherhood of 
man. 
U Reconstruction Period: problems, national and sectional, i86j- 

1877. 

1 A statement of the problems of reconstruction. 

a The question of the constitutional status of the 

seceded states. 
b Provision for the political status and welfare of the 

emancipated negro. 

2 A statement of the principles and policies of reconstruc- 

tion as advocated by Lincoln; by Johnson ; by Congress. 
(Contrast the attitude of Grant and Lincoln, with that 
of the majority in Congress.) 

3 The actual process of reconstruction. 

a The steps taken in the process. 

b The conflict between President Johnson and Con- 
gress. 

c The thirteenth, fourteenth and fifteenth amendments 
and their relation to reconstruction. 

4 The struggle of the South for white supremacy. 

a Conditions leading to organized lawlessness in the 
South, 
(i) The military reconstruction. 



SYLLABUS IN HISTORY 1^9 

(2) The freedman and the ballot — the premature 

gift of democracy in the hands of the unpre- 
pared negro. 

(3) The "carpet-bag" government. 

b The Ku Klux Klan: purpose, expansion, methods, 

dissolution, and later history. 
c The force bills (1870, 1871). 
d The return to control of the southern whites. 

(i) The general amnesty act. 

(2) The intimidation of negro voters. 

(3) Restoration of home rule (1870-77) and final 

withdrawal of troops by Hayes (1877). 

5 Southern problems resulting from the reconstruction 

policy. 

a The race question in politics ; " the solid South." 
b Effort to revise the state constitutions so as to 
restrict negro franchise. 

6 Other national problems of the reconstruction period 

(1865-77)- 

a Financial reorganization; industrial adjustment. 

(See also the outline on economic development.) 

(i) Reduction of the debt. 

(2) Lowering of the tariiT. 

(3) Retirement of the greenbacks; question of 

resumption of specie payment (1879). 

(4) The panic of 1873. 

b Diplomatic adjustments follozving the zmr. (See 
outline on foreign relations.) 
(i) The problem of French control in Mexico. 
(2) The settlement of difficulties with England. 
c The party situation; and grozving political corruption. 
( I ) The party situation immediately following the 
war. 

(a) The demoralization of the Democratic 
party due to the slavery contest and 
the Civil War. 
(&) The sources of strength of the Repub- 
lican party at this time. 



t^O TME tTNlVERSltY OP THE StAfE OE NEW YORK 

(2) Corruption in public affairs, national, state 

and city. 

(a) The general causes: the logical result 

of the development of the " spoils 
system " ; and the temporary result 
of the distraction of war, of the 
reconstruction period, and of indus- 
trial expansion. 

(b) The special case of the large northern 

cities : their rapid growth ; the fran- 
chise evil ; the Tweed ring in New 
York ; the Philadelphia gas ring. 

(c) The railroad boom and the politicians. 

(3) Democratic victories in the election of 1874, 

(4) The disputed election of 1876. 

V The reunited nation at the dawn of a new era; the gradual 
awakening to the need of reform in our industrial and 
political democracy (1877-98). 
I The transition time (1877-85). 

a Characteristics of the period (the administrations of 
Hayes, Garfield and Arthur), 
(i) The party situation; the disappearance of old 
issues ; looseness of party lines ; factional 
strife. 
(2) Eight years of comparative inaction. 
h The Blaine-C onkling fend and its results. 

( 1 ) The contest in the presidential convention 

(1880) ; the "dark horse." 

(2) The appointment of Blaine as Secretary of 

State ; the charge of a " political deal." 

(3) The quarrel concerning " senatorial courtesy." 

(4) The murder of Garfield by a disappointed 

office seeker. 

(5) The results: an aroused public sentiment de- 

manding the overthrow of the " spoils sys- 
tem," and a reform of the civil service ; the 
passage of the first successful civil service 
law (1883). 
C The crisis election of 1S84. 

(i) The demand of the times for reform; the 
Mugwump movement ; the Prohibitionists. 



SYLLABUS IN HISTORY I3I 

(2) The careers and characters of the two nomi- 

nees, Blaine and Cleveland; character of 
the campaign. 

(3) The influence of religious sectarianism upon 

the election. 

(4) Significance of Cleveland's election. 

2 Civil service reform. 

a Review the development of the " spoils system " and 
its resulting evils. 

b The failure of the attempt at reform under Grant; 
reasons. 

c The establishment of the Civil Service Commission 
under President Arthur (1883) ; reasons for pas- 
sage; terms. 

d The steady progress of the reform after 1883; the 
special work of Cleveland and Roosevelt; munici- 
pal and state civil service reform. 

e Present civil service laws ; their value and defects. 
"Civil service in the United States (1916), far 
from having attained the stable and scientific basis 
which had been arrived at in Great Britain, was 
still in the ' reform ' stage." 

3 The movement for ballot reform throughout the country. 

(See also the outline on government development.) 

a The old way of voting and its attendant evils. 

b The adoption of the "Australian " ballot ; the use of 

the voting machine. 
c " Corrupt practices " acts passed by various states. 
d Agitation for primary reform and the short ballot. 

4 Reforms relating to the office of President. 

a The passing of the presidential succession act and 
of the electoral count act. 

b The repeal of the tenure of office act. 

c Revival of the power of the executive under Cleve- 
land, and its steady growth since then. 

5 The beginning of economic reform; tariff; currency; 

trusts; labor organizations. (The teacher should dis- 
cuss the subjects only briefly here, simply using them 
to show the trend of democratic thought and action 
at the period. The detailed discussion should be left 
for the outline on economic development.) 



132 THE UNIVERSITY OF THE STATE OF NEW YORK 

a The tariff. 

(i) The problem of reducing the war tariff. 

(2) Cleveland and the tariff. 

(3) The triumph of protectionism (1888-90, the 

Harrison administration). 

(a) Character and methods of the victo- 

rious party; dominance of the "ma- 
chine " politicians ; the methods of 
Speaker Reed. 

(b) The McKinley tariff (1890); the 

reduction of revenue without the 
sacrifice of protection; the reci- 
procity clause. 

(4) The reaction of sentiment on the tariff (1892). 

(a) The election of Cleveland on the tariff 

issue. 

(b) The inability of the Democratic party 

to pass through Congress a real 
revenue tariff bill ; the measure as 
placed before Cleveland ; his veto ; 
its passage without his signature. 

(c) The loss of revenue resulting from 

the lowering of the tariff. 

(5) The Dingley act (1897) ; its character (the 

McKinley administration). 

(6) The tariff question at the close of this period 

(1898). 

(a) One section of the people maintained 

that the high protective tariff helped 
to increased the power of the trusts 
and to raise the cost of living. 

(b) Another part of the people argued 

that high protection insured the 
country's prosperity and kept wages 
high. 
b Currency reform. 

(i) A brief summary of the movement for 
inflation of the currency (1873-96). 
(a) The causes. 



SYLLABUS IN HISTORY 133 

(b) The greenback movement, 

(c) Beginning of the free-silver movement: 

history of the silver dollar up to 
1873; the "crime of 1873"; the 
demand for " free-coinage " ; the 
Bland-AlUson act (1878). 

(d) The Sherman silver purchase act 

(1890); purpose; results. 

(e) The panic of 1893; causes, foreign and 

domestic. 
(/) The repeal of the Sherman act; value. 

(2) The Bryan-McKinley campaign (1896). 

(a) The proposal for the unlimited coin- 

age of silver at a ratio of 16 to i. 

(b) The spectacular features of the 

campaign: "You shall not press 
down upon the brow of labor this 
crown of thorns. You shall not 
crucify mankind upon a cross of 
gold." — William J. Bryan, 
{c) The abandonment of party lines for 
sectional voting. 

(3) The financial law of 1900; triumph of the 

gold standard; the disappearance of the 
silver issue. 
c The trusts. 

(i) The rise of capitalistic combinations, rail- 
roads and manufactures ; causes and results. 

(2) The oldest of the so-called trusts, the 

Standard Oil Company, 1882. 

(3) The beginning of the fight against the trusts. 

(a) The Interstate Commerce Commission 

(1887). 

(b) The Sherman antitrust law (1890). 

(4) Situation at the close of tliis period; the 

inefifectiveness of these laws for many 
years. 

" Few measures have received so much earnest and discrimuiating atten- 
tion from Congress ; none have been more consistently upheld by the courts. 
But- for a long time the executive branch failed to supply the needed push." 
— Ogg : National Progress. 



134 THE UNIVERSITY OF THE STATE OF NEW YORK 

d Labor organisation. 

(i) Beginning of labor organization in the United 
States ; causes ; purpose. 

(2) The rise to power of the American P'ederation 

of Labor about 1886. 

(3) Strikes; the first great strike; the railroad 

strike of 1877; the growing evil. 

(4) The earliest arbitration act applying to Inter- 

state carriers (1888) ; proved a dead letter. 

(5) The question raised by the Pullman strike 

(1894). 

(6) The Erdman arbitration act (1898); its fair 

success. 
W The rise of our colonial empire. 

1 The beginning of our colonial empire. 

a Our first possessions outside of 'the boundaries of 

the United States. (For details, see the outline 

on Foreign relations.) 

(i) Alaska, acquired 1867. 

(2) The Tutuila islands, acquired 1878-99. 
Z?. No definite colonial policy until 1898. 

2 The place of the Spanish- American War i8g8 in the 

development of American democracy. (For details 

of the war, see outline on Foreign relations.) 

a Its significance as a zvar for the protection of the 

human rights of an oppressed neighbor, 
b The protest by a part of the people that the results 

of the war made the United States an imperialistic 

nation, 
c The abandonment of our policy of isolation, 
d The development of a democratic colonial policy. 

3 The policy toward territories and dependencies as 

adopted by the United States after i8p8. 
a The governmental questions involved. 

(i) The constitutional basis of the control of this 
empire. 

(a) Power of Congress to "dispose of and 
make all needful rules and regula- 
tions respecting the territory or other 
property of the United States." 



SYLLABUS IN HISTORY 135 

(b) The authority which Congress exer- 
cised as part of national sovereignty 
to acquire territory. 

(2) The constitutional question: "does the Con- 

stitution follow the flag?" 

(3) The location of the administrative authority. 

(a) " In the early stages of our colonial 

policy the President was practically 
the dictator of colonial administra- 
tion." — Young. 

(b) Note the efficient and progressive ad- 

ministration throughout those earlier 
stages. 

(4) The granting of self-government. 

(a) The problem rendered complicated by 

the different grades and types of 
civilization involved. 

(b) The difference of opinion on this ques- 

tion in the Democratic and Repub- 
lican parties. 
b The granting of territorial government to Hawaii, 
Alaska and Porto Rico. (For details of acquisi- 
tion, see outline on Foreign relations.) 
(i) Alaskc 

(a) The failure of our earliest govern- 

ment. 

(b) The discovery of gold (1898) ; the 

country's rapid growth. 

(c) The government's efforts to protect its 

resources from speculators; govern- 
ment ownership and operation of 
railroads in Alaska. 

(d) Its formal organization as a United 

States territory; present conditions. 

(2) Hawaii. 

(a) Its annexation in 1898; cause. (For 
details of controversy preceding an- 
nexation, see outline on Foreign 
relations ; and note in* this connection 
the " cry against imperialism " in 
Cleveland's time.) 



136 THE UNIVERSITY OF THE STATE OF NEW YORK 

{b) Its organization as United States terri- 
tor}^ with citizenship (1900). 
(3) Porto Rico (1898). 

(a) Partial self-government (1900). 
{b) Legislature fully elected by the people, 
universal manhood suffrage, and 
American citizenship granted (1917). 
c Our colonial policy in the Philippines (1898). 
(i) The Philippine islands (1898). 

(a) The pacification and civilizing of the 

natives. 
(&) The establishment of material pros- 
perity; good roads, city improve- 
ments, artesian wells, harbors etc. 

(c) The establishment of an educational 

system, " perhaps our most im- 
portant work from the viewpoint of 
a democratic colonial policy." — 
Flick. 

(d) The organization of a judicial" system; 

of a sound financial system; of pro- 
gressive local government. 

(e) The central government as first estab- 

lished; the later progress toward 
self-government. 
(/) The question of the granting of inde- 
pendence ; the problem involved. 
d Our policy of protectorates. 

( 1 ) What the term implies ; Cuba, Panama and 

Nicaragua virtual protectorates. 

(2) Cuba. 

(a) The governmental and military rela- 

tions of the United States and Cuba 
since 1898. 

(b) The policy of reciprocity established 

(1903)- 

(c) The problem of the future. . 

(3) Panama and Nicaragua: cause. 

(4) The treaty with Haiti (1916) ; financial super- 

vision ; police control. Haiti classed as a 
protectorate. 

(5) The question as to how far a policy of pro- 

tectorates may be democratic. 



SYLLABUS IN HISTORY 137 

e.The Panama Canal Zone: the type of government 

established ; special reasons, 
f Our Caribbean sea policy as it relates to our colonial 
empire. (For details, see outline oin Foreign 
relations.) 

(i) A brief summary of the events connected 

with the establishment of our control of the 

Caribbean sea. 

(2) The democratic and imperialistic phases of 

the " Wilson doctrine " in the Caribbean. 

X The United States in its relations zvith the American continents. 

I The development of our Monroe Doctrine in its relation 

to democratic ideals. 

a Elements, both of self-interest and brotherhood, 

involved in the establishment of the Monroe 

Doctrine. 

b The imperialistic tendencies read into it before i860. 

(i) The doctrines of "paramount interest" and 

of " manifest destiny." 
(2) Sectional interests affecting it ; our desire for 
Cuba; the Ostend manifesto (1854). 
c The preservation of the American democracies 
through our enforcement of it with the silent aid 
of the good will of England and her navy. (For 
important instances of the application of the Mon- 
roe Doctrine since 1823, see outline on Foreign 
relations.) 
d The present-day tendency to extend the principles 
of the Monrone Doctrine. 

(i) Its retention as originally tmderstood, for 
application to the less developed countries 
of Latin America. 
(2) The substitution of a Pan-American doctrine 
in our relation to the leading countries of 
Latin America; the fraternal rather than 
the paternal idea. 

(Note in this connection, President Wil- 
son's request for Pan-American coop- 
eration in helping him to solve the 
Mexican problem of 1914-16.) 



138 THE UNIVERSITY OF THE STATE OF NEW YORK 

2 Mexico and the United States. 

a A brief summary of the history of Mexico's rela- 
tions with the United States, and the present situ- 
ation. (For details, see the outline on Foreign 
relations.) 
b The conflicting American opinion concerning the 
value of 

(i) The policy of noninterference, or of "watch- 
ful waiting " as adopted by the Wilson ad- 
ministration. 
(2) The imperialistic policy of a protectorate. 
Y The United States in its relations with the East. (For histori- 
cal details, see outline on Foreign relations.) 

1 Our pride in 

a The restoration of the indemnity to China after the 

Boxer revolt. 
b The " open-door " policy of John Hay. 
c The opening up of Japan to western civilisation. 
d The agreement with Japan about immigration, 
e Our successfid mediation in the Russo-Japanese 

War. 

2 Our conservative attitude as shown in 

a The Chinese exclusion act. 

b The refusal of the privilege of naturalization to 

Asiatics. 
c The laws against the Japanese passed by the state 

of California. 
Z The United States in the early years of the twentieth century 
(1901-17). 

1 General characteristics of the period. 

"Jt was a time of national restlessness and awakening, of sharn reaction 
against the old order of business, politics, and government which was fast- 
ened upon the preoccupied and unsuspecting nation in the great epoch of 
material prosperity from the late seventies to 1890." — Ogg. 

2 The character of the old order against which the aroused 

public opinion was rebelling. 

" The rise of powerful industrial and commercial corporations ; control 
of government by these corporations rather than by the people ; shaping 
public policies and decisions of public questions under the impetus of 
business considerations, with only now and then a touch of idealism; pre- 
valence of and indifference to corruption; smug materialism which saw little 
to be aimed at or hoped for save immediate well-being measurable in dollars 
and cents." — Ogg. 



SYLLABUS IN HISTORY I39 

3 Roosevelt. (1901-9). 

a His early career; his personality 
b His work for civil service reform (see XX, B.) 
(i) The many positions placed under the Civil 
Service Commission. 

(2) The punishment of "grafters." 

(3) The reform of the consular service. 

c The stimulation to the conservation movement 
under his leadership. (For further discussion, 
see outline on Economic development.) 
(i) The reclamation of arid and swamp lands, 
and the building of huge reservoir dams. 

(2) The increase in the number of national parks 

and forest reserves. 

(3) The law for the preservation of Niagara 

Falls. 

(4) The pure food law (the conservation of 

human life). 

(5) The withdrawal from sale of a vast amount 

of coal lands by executive order. 

(6) The detection and punishment of widespread 

land frauds. 

(7) His project for the conservation of water- 

ways ; the Inland Waterways Commission 
(1907). 

" Our magnificent river system, with its superb possibilities for public 
usefulness, was dealt with by the national government, not as a unit, but 
as a disconnected series of pork-barrel problems, whose only real interest 
was the effect on the reelection or defeat of a congressman here and there." 
Roosevelt. 

(8) His effort to get state cooperation in the con- 

servation movement; the calling of the 
national conference of state governors. 
d The zvar on the trusts becomes a great national 

movement. (For further discussion, see outline 

on Economic development.) 

(i) Review the beginning of this struggle (XX, 
E, 3), and note again the point made, that 
the great need was for a forceful executive 
who would undertake this task. 



140 THE UNIVERSITY OF THE STATE OF NEW YORK 

(2) The Strengthening of the Interstate Com- 

merce Commission ; the right to fix rates, 
etc. 

(3) The antitrust investigations and suits. 

(4) The growing discussion among the people as 

to whether monopoHes should be regulated 

or destroyed; the stand taken by the two 

leading political parties. 

" The great service of Roosevelt in dealing with corporations was not 
the galvanizing of the Sherman law into life, nor yet the securing of new 
legislation, but the bringing of the people to the view, hitherto but imper- 
fectly conceived, that capitalistic combination is not an evil per se, and that 
any proper system of restraint must be continually readapted to changing 
economic conditions." — Ogg. 

e The question of the position of labor organization in 
the public life of the nation. 

(i) The great anthracite coal strike, 1902; the 
action taken by President Roosevelt. 

(2) The establishment of the Department of Com- 

merce and Labor (1903). (Call attention 
to the earlier creation of a Department of 
Agriculture ( 1889) .) 

(3) The changing policy of the American Feder- 

action of Labor. 

(o) Its definite entrance into the field of 

politics (1906). 
(&) Cause of this action; its effort to 
legalize the boycott, and to restrict 
the use of the injunction. 
{c) The question before the people to 
decide, the exact legal status of or- 
ganized labor. (Call attention here 
to the position of organized labor in 
English politics.) 
/ A summary of Roosevelt's services as President. 
His influence on our foreign and colonial policy, 
on American thought and ideals and as a 
party leader. 
4 The Taft administration; a period of Congressional 
leadership ( 1 909- 13). 
a Attempts to carry out Roosevelt's policies. 
Proposes tax on corporations. 
Railroad legislation. 



SYLLABUS IN HISTORY 14^ 

(i) Mann-Elkins act, 1910. 

(2) Physical valuation of railroads, 191 3. 

(3) Railroads divorced from competing water 

carries, 1912. 
b The President's views on trusts and his trust prose- 
cutions, 
(i) The Sherman law should be upheld; but 
should be supplemented by a system of vol- 
untary federal incorporation. 
(2) Judicial decisions in test cases. 

(a) Standard Oil Co. decision, 191 1. 

(b) American Tobacco Co., 191 1. 

c Attitude on judicial appointments ; conservatism. 
d Conservation. 

(i) Surface title separated from title of under- 
lying minerals. 
(2) Appalachian Forest Reserve act, 1911. 
e The movement toward economic reform, 1902-13; 
reform legislation, 
(i) Postal savings bank system, 1910. 

(2) Parcel post, 1912. 

(3) Department of labor established, 191 3. 

(4) Children's bureau established, 1911. 

/ Taft's foreign policy ; denominated by desire to pro- 
mote peace and international good will, 
(i) Attempted reciprocity with Canada, 191 1. 

(2) Arbitration treaties with France and England, 

covering " all justiciable disputes." 

(3) Friendly relations with South America. 

g Taft though regarded as progressive tended, 
because of temperament and judicial training, to 
be conservative, 
(i) His attitude on the Payne-Aldrich tariff. 

(2) The Winona Speech. 

(3) Attitude toward the Ballinger-Pinchot con- 

troversy. 

(4) His veto of Democratic and insurgent meas- 

ures ; a victory for conservation. 
5 The Progressive party movement (1912); primarily a 
split in Republican party, but drawing many from 
other parties. 



142 THE UNIVERSITY OF THE STATE OF NEW YORK 

a Causes. 

(i) Discontent with the Taft administration. 

(2) Objection to the methods used by the national 

Republican convention in nominating Taft, 
rather than Roosevelt. 

(3) The conservative platform adopted by the 

Republican convention. 

(4) The action taken by the Democratic conven- 

tion in (a) Adopting a liberal platform; and 
(&) in putting up a strong nominee for 
presidential candidate. 

(Note in this connection the previous career 
of Woodrow Wilson.) 
h The forming of the Progressive party by tJic Roose- 
velt Republicans. 
(i) Its platform of social, political and economic 

reforms. 
(2) Its candidates: Roosevelt and Johnson. 
c The significant election returns (1912). 

( 1 ) The split in Republican ranks bringing the 

triumph of the Democrats under Woodrow 
Wilson ; the first success of the Democrats 
since the Cleveland administration (1893- 

97)- 

(2) The popular vote for Wilson was 6,293,454, 

for Taft 3,484,980, for Roosevelt 4,119,538, 
for Debs (Socialist) 900,672. 

(3) The increase of the Socialist vote, interpreted 

by the Socialists as showing a dissatisfac- 
tion with the other leading parties. 
d The importance of the movement in forcing the 
adoption of more liberal policies in the older par- 
ties. 
e The subsequent decline of the Progressive party. 
6 The development of socialism in the United States up to 
ipi2. 

Note. In developing this topic the teacher should clearly indicate that most 
of the social and industrial reforms for which the Socialists claim credit have 
been brought about by other agencies, notably reform movements within the 
two great political parties, an awakened civic conscience, a growing com- 
munity of interest between labor and capital, a rebirth of spiritual life within 
the church and a multitude of organizations for social service. 



SYLLABUS IN HISTORY I43 

a The origin of socialism in Germany and France, 
b The nature of socialism. Its development as an eco- 
nomic theoty. 

( 1 ) Its fundamental aim " the joint oivner- 

ship by all the members of the community 

of the instruments and means of production 

and distribution." 

(The name is used to include a great vari- 
ety of social theories and reforms which 
have more or less of this character.) 

(2) Except for this fundamental aim, Social- 

ists differ radically among themselves on 
other phases of socialistic thought. 
c Leading types of socialists. 

(i) Revolutionary vs. evolutionar}- socialists. 

(2) The direct vs. the indirect actionists. 

(3) The internationalists vs. the nationalists. 

d Examples of socialistic experiments: Virginia and 
Plymouth Colonies, New Harmony, Indiana; 
Oneida Community. Reasons for failure as 
Socialistic experiments. 
e Dangers, (i) The overthrow of law and order by 
revolutionary methods, I. W. W., Bolsheviki. 
(2) Minority rule over the majority. 
/ The Socialist political party. 

(i) Its development up to 1912. 

(2) Its registered vote in 1912 in comparison with 

the others parties. 

(a) Many, not socialists, voting that ticket 

as a means of rebuke to the two older 
parties. 

(b) Many, believing in socialist principles, 

not voting that ticket, because of its 
domination by fanatical foreigners 
with no understanding of American 
ideals. 

(3) The danger that tyranny would supplant 

democracy if Socialistic doctrines should 
prevail. 
g Present-day experiments in liberal government 
accomplished by the Republican and Democratic 



144 THE UNIVERSITY OF THE STATE OF NEW YORK 

parties ; the parcels post, government regulation of 
railroads, public utilities and industries. (Com- 
pare with experiments in England, France, Bel- 
gium, Germany.) 
7 The continuance of the reform movement during the first 
term of Woodrozv Wilson (1913-17). 
(For further details, see the outlines on Economic 
and Social development.) 
a Tariff revision under Wilson s leadership. 

(i) The occasion for reviving the custom of the 
President reading his message before Con- 
gress. 
. . (2) Wilson's charges of a tariff lobby: the lobby 

investigations. 

(3) The Underwood tariff act (1913) ; its gen- 

eral characteristics : revenue duties, exten- 
sive free list, competitive tariff rates, the 
income tax to make up for loss of revenue. 

(4) The establishment, some months later, of a 

tariff com,mission: purpose. 
b Reform of the banking and currency system. 

(i) Summarize in general the defects of the old 
system. 
\\ (2) The federal reserve act (1913) ; its general 

principles. 
c Trust regulation. 

( 1 ) The Federal Trade Commission established in 

{iQi/f) ; purpose. 

(2) The Clayton antitrust act (1914) ; an effort 

to make prosecution of the trust more 
K ••- effective. 

d Labor nrganisations and the government. 

(i) The pozver of labor influence in passing im- 
portant measures. 

(a) The act creating a Department of 

Labor (1913). 

(b) The clauses in the Clayton antitrust act 

defining the legal status of labor and 
exempting unions from prosecution 
under it. 



SYLLABUS IN HISTORY I45 

(c) Welfare acts, such as the seaman's 

welfare act, the child labor act, the 
employee's compensation act. 

(d) The act adding a literacy test to im- 

migration restrictions ; the law passed 
over the President's veto. 

(2) A nezv pozuer given to the head of the De- 

partment of Labor, in the Newlands arbi- 
tration act (ipij), " to act as mediator and 
to appoint commissioners of conciliation in 
labor disputes whenever in his judgment 
the interests of industrial peace may require 
it to be done." 

(3) Labor crisis (i 916-19). 

(a) The railroad situation, and the pass- 

ing of the Adamson eight hour law ; 
its significance. 

(b) Steel strike 1919, its significance. 
(r) Other recent labor disputes. 

e The zvelfare of the farmer begins to drazv the atten- 
tion of the governmefit ; the passing of the rural 
credits act {ipi6). 

8 The reelection of Woodrozv Wilson in 1916; issues in- 

volved. 
a Reform legislation. 
b Mexican policy. (For details, see the outline on 

Foreign relations.) 
c The attitude of the United States toward the great 

European war. 
d Socialist vote cut down one-third. 

9 The demand for reform of political misride, and for 

increased popidar control over the instrumentali- 
ties of government becoming a widespread national 
movement during the period ipoi-17. 
(This topic should simply be summarized here, 
and its fuller discussion left for the outline of our 
governmental development. The teacher should 
recall to the pupil's mind the beginning of this 
movement in the earlier era (1877-98) as dis- 
cussed in XX, C.) 



146 THE UNIVERSITY OF THE STATE OF XEW YORK 

a The limitation of the Speaker's pozver and the 
reorganisation of the committee of rules of the 
House of Representatives (1910-11). 

h The growing resentment against lobbying in all our 
legislatures, both national and state. 

c The rapid spread of the reform for short ballot and 
direct primary. (The first statewide primary 
laws, Minnesota 1901, Wisconsin 1903.) 

d State after state passing laws requiring the publicity 
of campaign funds, and corrupt political practices 
acts. 

e The growing advocacy of "direct democracy" In the 
initiative, referendum and recall. 

f The growing number of experitnents of "govern- 
ment by commission." 

g The adoption of the popular election of senators; the 
seventeenth amendment. 

h The extension of the suffrage; the woman suffrage 
movement. 
10 The demand for greater government activity in promot- 
ing the general welfare. (The topic should simply 
be summarized here, and its fuller discussion left 
for the outline of our economic and social develop- 
ment.) 

a The demand for a more equitable distribution of tax- 
ation; the income, corporation and inheritance 
taxes. 

b The increasing number of public service projects, 
like the postal savings banks. 

c The protection of women and children in both our 
industrial and social life. 

d The protection of the laboring man in industrial life. 

e The effort to eliminate the evils of the middleman in 
industry. 

f Welfare activities, the movements for the elim- 
ination of the causes of poverty and crime. 

g The eighteenth amendment. 
A America fighting the battles for world democracy (1917-). 

(For details of the world war, see outline on Foreign 

relations.) 



SYLLABUS IN HIgTORY 147 

1 The world menace of autocracy and militarism, as it he- 

came gradually known to the American people 
(1914-17) ; militant democracy fighting for preser- 
vation. 

a The life-and-death struggles of the two great Euro- 
pean democracies, France and England. 

b America's gradual awakening to the truth that their 
cause zvas her own. 

c The extent to zvhich American interests were jeopar- 
dized hy the wrongful acts of Germany. 

d The United States accepting the challenge; the dec- 
laration of war (1917). 

2 Democracy on trial at home; our domestic war problems. 

a Mobilisation problems. 

(i) America's traditional objection to a large 
standing army, but interest in an efficient 
navy; our task to surmount military unpre- 
paredness; the democratic nature of our 
selective draft act. 

(2) Our industrial mobilization. 
b Regulative measures. 

(i) The conservation of food and fuel; govern- 
ment regulation ; the attitude of cooperation 
rather than of compulsion. 

(2) Transportation and communication ; govern- 

ment control of railroads, telegraph and 
wireless. 

(3) The employment problem: the necessary 

widening of the work of women; the neces- 
sary restriction on nonproductive industry; 
the popular cooperation of the people in the 
measures. 

(4) The censorship of the press; the opposition 

of radical elements. 
c Dealing zvith the opponents of war. 

(i) The government treatment of traitors and 
slackers, 
(a) The aliens and the Americans with 
pro-German sympathies who tried 
actively to aid the enemies' cause. 



3:48 THE UNIVERSITY OF THE STATE OF NEW YORK 

(b) The people who regarded America as 
simply a place to live in for eco- 
nomic advantages, and who had no 
appreciation of the obligations of 
citizenship. 

(2) The attitude of the socialists; two factions. 

(a) Those who opposed the war on the 

mistaken theory that it was waged 
by governments under the control of 
capitalists and materialists. 

(b) Those who championed the war as a 

war of democracy against autocracy. 

(3) The special problem of the pacifists. 

(a) The patriotic pacifists — those who 

backed the government without 
reservation after the war broke out, 
submitting loyally to the will of the 
majority. 

(b) The " conscientious objectors " — those 

who refused to fight but did help the 
cause in peaceful ways. (Note the 
fine work done by the Quakers as 
ambulance drivers and hospital help- 
ers ; the teacher should call atten- 
tion to the disgraceful abuse of the 
term " conscientious objectors " by 
the slacker.) 

(c) The "militant pacifists" — (those who 

desired to resist the Government 
actively after war broke out in de- 
fence of their belief. (The teacher 
should call attention to the fact that 
while many of these ultraradicals 
considered that they were serving 
humanity's cause by suffering 
" martyrdom " for their belief, many 
of them were hypocrites.) 
d War finance. 

(i) "The Liberty Loans"; the wonderfully 
unanimous response. 



SYLLABUS IN HISTORY 149 

(2) The war taxes: bearing heavily upon 
large fortunes, and upon the excess war 
profits. 
e Humanitarian measures. 

(i) The work of the Red Cross. 

(2) Religious organisations : Y. M. C. A., Y. W. 

C. A., K. of C, Y. M. H A., the Salvation 
Army, etc. 

(3) Government zvelfare work: camp welfare, 

insurance, housing, allotments for depend- 
ents, rehabilitation of the disabled soldiers. 
3 American problems of reconstruction; economic, social, 
political, educational, religious. 
Ill The foreign relations of the United States. 
A The strained relations with foreign pozvers at the time of the 
election of Washington (1789). 

1 Quarrel with Spain concerning the navigation of the 

Mississippi. 

2 Bitterness between England and the United States, 

because of 

a England's refusal (i) to pay compensation for 

negroes stolen by the British army in i/8^; (2) to 

withdraw British troops from the forts on the 

Great Lakes, 
b America's refusal (1) to enforce payment to British 

creditors; (2) to compensate Loyalists for injuries 

inflicted. 
B A general European war (i/8p-i8ij) bringing important 
results to United States. 

1 The breaking out of the French Revolution (1789-93). 

2 The war between France and England (1/93-1802) and 

its results to United States, 
a The causes of the European strife. 
b The radical character of the French government at 

this time. 
c The question of the obligation of the United States 
to help France because of the treaty of 1778. 
(i) Washington's neutrality proclamation (April 
J/PS), its justiUcation and importance ; the 
origin of our doctrine of isolation. 



150 THE UNIVERSITY OF THE STATE OF NEW YORK 

(2) The trouble with Genet, 
d Interference with neutral trade by France and Eng- 
land and its residts. 
(i) Acts of England especially irritating. 

(a) Seizure of American vessels carrying 

goods to the enemy. 
(&) Refusal to permit trade with French 

West Indies, 
(c) Search of American vessels, and im- 
pressment of seamen. 

(2) Jay's treaty with England (1794) bringing 

temporary settlement ; its unsatisfactory 
conditions ; its value. 

(3) The X. Y. Z. afifair, resulting from attempt 

to make satisfactory terms with France, 
(a) Effect of Jay's treaty upon the attitude 

of France. 
(&) The insult to our commissioners by the 

French directory. 

(c) John Adams' war message to Congress. 

(d) Naval warfare (1799) without formal 

declaration. 

(4) Treaty with Napoleon, first consul (1801). 
3 The purchase of Louisiana from Napoleon (1803). 

a Napoleon forces Spain to cede Louisiana to him 

(1800). 
b America's alarm. 

(i) Fear that we would lose right of navigation 
of Mississippi, and right of deposit at New 
Orleans granted to us by Spain in 1795. 
(2) Fear of having a more powerful neighbor 
west of us. 
c Napoleon's reasons. 

(i) For desiring Louisiana from Spain. 
(2) For wishing to sell it to the United States, 
d The treaty of purchase. 
(i) The cost. 

(2) Boundaries intentionally left indefinite, later 
leading to (a) seizure of West Florida 
from Spain (1811) ; {b) compromise with 
Spain by giving up claim to land west of 



SYLLABUS IN HISTORY I5I 

Sabine river, for privilege of purchasing 
East Florida (1819). 
e Important world results. 

Power of the United States greatly increased in 
extent of territory and industrial opportunities, 
and in strengthened power of central govern- 
ment. 

4 Increasing seriousness of attacks upon neutral trade dur- 

ing the Napoleonic-English Wars {i8oj-i^). 
a Military situation abroad: " neither could strike the 

other directly." 

(i) England's complete supremacy on the sea. 

(2) Napoleon master of ports and lands of west- 
ern Europe, 
b English orders in council and French decrees. 

(i) England's attempt to prevent colonial supplies 
reaching Napoleon and his allies. 

(2) French attempt to crush England's continental 
trade. 
c Impressment trouble greatly increasing ; the Ches- 
apeake affair. 
d America's retaliatory measures. 

(i) The embargo (1807). 

(2) The nonintercourse act (1809). 

(3) Macon's bill, no. 2 (1810). 

5 The War of 18 12 against England. 

a The events precipitating war. 

(i) The fight between the "Little Belt" and 
" President." 

(2) The Tecumseh revolt. 

(3) The rise of the Young Republicans, led by 

Henry Clay. 
b The declaration of war (the Northeast voting against 

the measure). 
c Comparative strength of the combatants, 
d Significant events. 

(i) Failure of the invasion of Canada. 

(2) Hull's surrender of Detroit; Perry's victory 

on Lake Erie. 

(3) The New York campaign: early inefiticiency, 

later success. 



152 THE UNIVERSITY OF THE STATE OF NEW YORK 

(4) The navy and the privateers, 

(5) The burning of Toronto and Washington. 

(6) The victory of Jackson at New Orleans, 
e The treaty of Ghent (1814). 

(i) Reasons why both sides desired peace, 
(2) Reason why treaty failed to specify objects 
for which the war had been fought, 
/ The effect of the war upon the world standing of 
America. 

6 The Barbary War (1815). 

a Increase of piracy during the Napoleonic Wars. 
b Our refusal to pay tribute upon the high seas. 

7 Evidence of greater respect soon sJiozvn in 

a More favorable commercial relations with England, 

and Treaty of 1818. 
b Favorable treaty with Spain concerning Florida 

(1819). 
c Attitude of England toward the Monroe Doctrine. 
C America's doctrine of isolation as developed between I/89 
and 181^. 

1 Its establishment through 

a Washington's neutrality proclamation (1793)- 
b Washington's Farewell Address (1796). 

2 Its acceptance as a national doctrine by Jefferson in his 

inaugural address, "peace, commerce, and honest 
friendship with all nations, entangling alliances with 
none." 

3 The use of the principle in tJie Monroe Doctrine. 
D The Monroe Doctrine (1823). 

1 The circumstances leading to its promulgation. 

a Spain's colonies win freedom during the Napoleonic 

Wars and after. 
b The plan of the Holy Alliance. 
c The danger from the encroachment of Russia in the 

north. 

2 The attitude of England at the time of its publication. 

3 The principles proclaimed in Monroe's message (the 

disputed authorship of the message). 

4 The imperialistic tendencies read into it before i860. 

a The doctrines of " paramount interest " and of 
" manifest destiny." 



SYLLABUS IN HISTORY 1 53; 

b Sectional ambition affecting it; our desire for Cuba;, 
the Ostend manifesto. 
E The Wehster-Ashhurton Treaty (1842). 
F The Oregon Treaty (1846). 

1 The original extent of the Oregon country. 

2 Our treaty of joint occupation with England (1818). 

3 American versus English claims. 

4 The election of 1844; ^^^ reasons for the campaign cry 

"34-40 or fight." 

5 The treaty of compromise, 
G The Mexican War (1846-48). 

1 Events leading up to the war. 

a The secession of Texas from Mexico. 
b The annexation of Texas to the United States with 
a boundary line disputed by Mexico. 

2 Parties opposed to the war, mainly those who were 

against the extension of slavery. 

3 Parties favoring the war. 

a Those with the ambition of increasing our Pacific 
coast line, and of dominating the continent. 

b Those desiring more land for the extension of 
slavery. 

c Those who resented the insults offered the United 
States by Mexico. 

4 The immediate occasion of the opening of hostilities; the 

President's power to precipitate war before a formal 
declaration by Congress. 

5 A summary of the residts of the campaigns of Taylor, 

Scott, Fremont, Kearny. 

6 The terms of the Treaty of Guadalupe-Hidalgo (1848). 

7 The results. 

a Further extension of our territory on the Pacific 

coast. 
b The great increase of wealth ; soil, minerals etc. 
c The stimulus to American inventive genius to solve 

the problems of irrigation, and of the crossing of 

the Rockies. 
d The resulting slavery crisis. 
e The inheritance of Mexican hostility. 
H The Gadsden purchase (1853). 



154 THE UNIVERSITY OF THE STATE OF NEW YORK 

I Our relations with Europe during the Civil War (1861-65). 

I Belief of the South that " cotton was king," and so would 
bring recognition of her independence from Europe. 

2 The attitude of England. 

a The attitude of the English laboring classes; of the 

upper classes, 
b Recognition of southern belligerency by the English 

government (May 1861), and by the French 

government. 

(i) Northern resentment. 

(2) Southern disappointment. 
c England's refusal to recognize the independence of 

the South. 

3 The attitude of other European states. 

a Recognition of southern belligerency by France 

(May 1861). 
b Sending of the Russian fleet to New York harbor; 

reasons. 

4 The Trent Affair: its relation to the principle of " right 

of search." 

5 The building of Confederate ships in England to be 

used as privateers. 

a The protest of the American ambassador. The 

Geneva award. 
b The case of the Alabama. 
J The purchase of Alaska (1867) ; cause; the settlement of the 
boundary dispute with England; its present-day value and 
marvelous development. 
K The settlement of the fisheries disputes. 

1 The New Foundland fisheries. 

a The treaties of 1783 and of 1818. 

b The Treaty of Washington (1871). 

c The disagreeable situation following the lapse of the 

Treaty of Washington (1881). 
d The final settlement by Hague Court decision 

(1910). 

2 The Bering sea seal fisheries agreement (1911). 
L The beginning of our Pacific ocean interests. 

I Samoa. 

a A coaling station obtained in Pago Pago harbor 
(1878). 



SYLLABUS IN HISTORY 155 

b The establishment of a joint protectorate for Samoa 
with Germany and Great Britain, 1889; the 
reasons; its dissolution (1899). 

c Tutuila island given to the United States (1899.) 
2 Hawaii. 

a The native government; the increasing number of 
American residents. 

h The revolution of 1893 ; the raising of the American 
flag; the submission of a treaty of annexation to 
the Senate by President Harrison. 

c Cleveland's withdrawal of the treaty ; his recognition 
of the new republic (1894) ; the cry against im- 
perialism. 

d The annexation of Hawaii, 1898; cause. 
M The development of the Monroe Doctrine since the Civil War. 

1 The Maximilian affair in Mexico (1866). 

a The overthrow of the Mexican republic during the 
Civil War by Napoleon HI of France. 

b The action taken by the United States and its 
results. 

2 The Venezuela boundary dispute with England (1896). 

a The long duration of the dispute. 

h England's aggressive act, and refusal to arbitrate. 

c Cleveland's message to Congress. 

d England consents to arbitrate. Terms of decision. 

3 The Venezuela debt controversy ; the action taken by 

President Roosevelt toward Germany's aggressive acts ; 
the submission of the controversy to the Hague Court 
(1902). 

4 The question of the debts of San Domingo and Haiti. 

a President Roosevelfs plan of taking charge of the 

customs of San Domingo (1905). 
b The same plan followed by President Wilson in 

Haiti (1912). 

5 The present attitude toward the Monroe Doctrine. 

a The misconceptions of the doctrine in Europe and 

Latin America, 
b The rapidly developing prosperity, civilisation and 

power of many Latin states, 
c The growing spirit of fellozvship among the states 

of the American continents, due to the Pan- 



156 THE UNIVERSITY OF THE STATE OF NEW YORK 

American congresses ; to the establishment at 
Washington of the Bureau of American Repub- 
lics; to their common interests in connection with 
the great European war. 
d The growing Pan-American ideal. 
N The United States becomes a world power: 

1 Reasons. 

a Settlement of states rights and slavery develop 
national unity. 

b Growth in production of raw material and manu- 
factured articles demanded by foreign markets. 

c Investments of American capital in foreign 
countries and European investments in Americat 

2 The Spanish-American War (1898) ; causes. 

a The long-continued misrule of Spain in Cuba. 

b The many interests of the United States injured in 

Cuba during the constant disorders, 
c The blowing tip of the Maine in Havana Harbor. 

3 The attitude of Europe. 

a The misinterpretation of our motives by most of 

Europe, 
b England's good-will. 

4 Comparison of the combatants. 

5 Summary of military results on land and sea. 

6 The terms of peace. 

7 The far-reaching results. 

a A large increase of territory: Porto Rico and other 

West Indian islands ; the Philippines ; Guam. 
b The Philippine problems: its government ; its future 

position in relation to the United States; the 

dangers of our country being involved in the Far 

Eastern quarrels. 
c The protectorate of Cuba: our frequent need to 

interfere to prevent permanent disorder; present 

conditions. 
d The colonial policy adopted in Porto Rico: its desire 

for United States citizenship (granted 1916). 
O The growth of our Caribbean sea policy. 
I The building of the Panama canal. 

a Early attempts of the French to build a canal. 



SYLLABUS IN HISTORY 157 

b The Clayton-Bulwer Treaty (1850); Hay-Paunce- 

fote Treaty (ipoi). 
c The canal act (1902). 
d The construction of the canal. 

(i) Purchase of the right from the French 
company. 

(2) The Colombia negotiations; their failure. 

(3) Roosevelt's prompt recognition of the Pan^ 

ama republic; reasons he assigned. 

(4) The purchase of the canal zone (1903). 

(5) The solving of engineering difficulties under 

Goethals; the solving of sanitary problems 
under G or gas. 
e The free tolls controversy with England; its solution. 
f Importance of the canal to the United States; mili- 
tary, commercial, 
g World importance: commercial and military; the 
questions of neutralization. 

2 The necessity for a Caribbean sea policy. 

3 General principles of the " Wilson doctrine " in the 

Caribbean. 
a Nonrecognition of purely revolutionary governments, 
b Discouragement of foreign concessions. 
c Policy of establishing protectorates secured by treaty 

(Haiti igi6). 
d Supervision of finances (San Domingo, Nicaragua), 
e Preemption of all canal routes (Nicaragiian treaty, 

19 16). 
f Securing of strategic points to protect the Panama 
canal from foreign attacks {purchase of Danish 
West Indies, the Virgin islands, igi6). 
P The Mexican problem of today. 

I The events in Mexico which have brought a problem for 
America to face, 
a The rule of Diaz. 

(i) Its good and bad characteristics. 
(2) The demands of the reformers : the restoration 
of the repubhcan constitution ; the division 
of the great landed estates ; the abolition of 
serfdom ; the ending of the practice of grant- 
ing concessions to foreigners. 



158 THE UNIVERSITY OF THE STATE OF NEW YORK 

(3) The overthrow of Diaz by the reform leader, 
Madero (1911). 
b The state of revolution : the brief, disorderly rule of 

Madero; his assassination by the Huerta faction; 

the Huerta autocracy; the civil war between the 

factions of Huerta, Carranza, Villa. 
c The policy of the United States tinder Wilson's 

leadership. 

(i) Nonrecognition and "watchful waiting." 

(2) The Tampico incident; American occupation 

of Vera Crus; our withdrawal. 

(3) The unsuccessful attempt at mediation of the 

A. B. C. countries. 
d The overthrozu of Huerta: the struggle for power 
between Villa and Carranza; the recurring border 
difficulties; murder of foreigners in Mexico. 
e The action of the United States government under 
Wilson. 
(i) The calling of a Pan-American Conference; 

its recognition of Carranza, 1915. 
(2) The Villa raid, 1916; the American punitive 
expedition led by Pershing; Carr ansa's in- 
terference with the expedition, 
f The pro-Germanism in Mexico during the great 
European war. 

2 Difficulties that confront Me.vico in the attainment of 

a stable government. 

a No unified population; the present hostile racial ele- 
ments. 

b Slight native development of natural resources; 
the many foreign concessions at present. 

c Absence of a numerous property-owning class; 
present peonage on the great landed estates. 

d Religious and educational problems. 

e The lack of experience in self-government. 

f Absence of a strong feeling of national unity. 

3 America's future relation to Mexico during this formative 

period, 
a The Wilson policy; noninterf erenc e , helping her to 
help herself. 



SYLLABUS IN HISTORY 1 59 

Q Our relations zvith far-eastern powers. 

1 Our relations zvith China. 

a The Boxer revolt (1900) : its cause, the international 
relief and punitive expedition, the later return to 
China of America's share of the indemnity de- 
manded; China's present use of the returned 
money. 

h Our "open door" policy for China: the preserva- 
tion of the integrity of China by John Hay, our 
great Secretary of State under Roosevelt. 

c Refusal of Govermnent backing for American capi- 
tal in a six-power loan to China. 

d Recognition of the Chinese republic (191 5) ; its 
unstable condition. 

e China joins the allied cause in the great European 
war. 

2 Our relations with Japan. 

a The opening up of Japan to western civilization by 

Commodore Perry, 1853-54. 
b The rapid rise of Japan to the position of a world 

power, 
c The Japanese emigration to Hawaii, the Philippines, 

California. 
d The causes of friction between the United States and 
Japan. 
(i) The legislation of California against the 
Japanese; the conflict between state and 
federal sovereignty involved in this ques- 
tion. 

(2) The United States immigration and natural- 

isation laws. 

(3) Japanese resentment of America's "open- 

door" policy for China; the desired Jap- 
anese " Monroe Doctrine " for Asia. 

(4) The " yellow peril " sentiment and the 

. " jingo " press of both America and Japan. 

3 Future problems for America in her relations with the 

East. 
a The control of the carrying trade of the Pacific, 
b Just commercial arrangements with Japan and China. 



l6o THE UNIVERSITY OF THE STATE OF NEW YORK 

c The granting of immigration and naturalization 

rights to Asiatics, 
d The question of freedom for the Philippines. 
R The great Exiropean war (1914). 

1 The causes of the European strife: immediate and under- 

lying. 

2 America's effort to maintain neutrality. 

a The interference with neutral trade as first estab- 
lished by England and Germany: the question of 
international law. 
b Our troubles with England. 

(i) The seizure and retention of American ships 

carrying suspected contraband. 
(2) The interference with our mails. 
c Our troubles with Germany and Austria. 

(i) The submarine tragedies; their terrible toll of 
life; the Wilson notes, the final "barred" 
zone decree of Germany; the perfidy of 
Germany. 

(2) The spy system, its dangers and results. 

(3) The Zimmerman note. Its effect upon Amer- 

ican sentiment. 

3 The American declarations of war against Germany, 

April 6, and Aus^tria^Hungary, Dec. J, igiy 
a The immediate cause: German interference with 
"freedom of the seas" and otJier violations of in- 
ternational lazv. 
b The fundamental cause: to help in the defeat of Ger- 
man autocracy and militarism and to defend 
America from a possibly victorious Germany. 

4 The progress of the strife after America joined the allied 

cause. 
a The exhaustion of France and England; their great 

need of our aid. 
b The great German drive of the spring of 1918 ; the 

great allied drive of the summer and fall of that 

year. 
c The problem of giving the right aid to Russia; the 

action taken, 
d The surrender of Bulgaria. 
e The request of Germany and Austria for an armistice 



SYLLABUS IN HISTORY l6l 

on the basis of the " Wilson tenns of peace " ; the 
allied reply. 
f The end of the strife. 
5 The peace terms. 
S America's part in the international peace movement. 

1 The cause of international arbitration. 

a Earliest arbitration treaties (1897-1905). 

b The offer of the services of America: to bring an 
end to the Russo-Japanese War (1905) ; the 
acceptance. 

c The calling of the second Hague conference by 
Roosevelt (1907). 

d The liberal arbitration treaties with France and Eng- 
land by Taft. 

e Our use of the Hague tribunal. 

2 The reciprocity movem^ent; the attempted reciprocity 

treaty with Canada. 

3 The celebration of a century of peace with England in 

1914. 

4 The World League to Enforce Peace as proposed by- 

Wilson for adoption at the end of the great war.. 
a The five requirements for American cooperation. 
b Proposed organization and methods. 
IV Economic and social history in the United States. 
A Preliminary principles and definitions. 

Note. Before taking up the study of this topic proper, the 
teacher should take time in class to clear up the mean- 
ing of the following terms : 

1 Definition of economics. 

2 Definition of the usual four divisions of economics: 

(a) consumption, (b) production, (c) exchange, (d) 
distribution. (It is important that the pupil under- 
stand clearly the distinction between exchange and 
distribution.) 

3 The meaning of the stages of economic history: (a) The 

hunting and fishing stage. (b) The pastoral or 
nomadic stage, (c) The agricultural stage, (d) The 
handicraft, or trades and com,merce stage, (e) The 
industrial stage — its four chief characteristics: (i) the 
application of steam power to manufacture (1769- 
1830) ; (2) the application of steam power to trans- 



l62 THE UNIVERSITY OF THE STATE OF NEW YORK 

portation (about 1825-70) ; (3) the concentration of 
industry througii the development of great corporations 
(1880-1900) ; (4) the appHcation of electric power to 
industry. 
B Consumption. 

1 Purpose of consumption — the satisfaction of human 

wants. 

2 Human wants. 

a Kinds. 

(i) Elementary: the necessities, food, clothing, 

shelter. 
(2) Acquired: those zvhich man acquires with the 

grozvth of civilisation. 
b The increase in human wants. Compare, for 
example, the wants of the American Indian with 
those of the early New England colonists; also 
the wants of the latter with those of the average 
American citizen of today. 

3 Distinction between economic goods and free goods. 

4 Kinds of goods consumed; definitions and examples. 

a Free goods. 

b Economic goods, including personal services. 

5 Principles of consumption; explanations and examples. 

a Regularity of consumption; compare the consumption 
of the primitive man with that of the modern man 
in this respect. 
Primitive man starved one day and gorged the next, 

b Variety in consumption. Compare for example, with 
■ respect to variety, the food and clothing consumed 
by the people at different periods of our history. 

6 Some important questions growing out of increased con- 

sumption. 

a The waste of luxury. 

"Luxury consists in any consumption of commodities and services which 
is seriously out of proportion to the ser-vice that it enables the consumer to 
return to society, but which is not of necessity directly injurious to the 
consumer." — Ely. 

b The waste of harmful consumption. 

" When a nation devotes a large amount of its labor and capital to the 
production of commodities which, in their consumption, cause more misery 
than happiness, and tveaken the nation's future resources of energy and 
intelligence, there is a departure from economic consumption jo serious as 
to call for the severest condemnation." — Ely. 

c The economic importance of housekeeping. 



SYLLABUS IJf HIStORV 1 63 

C Production. 

(Preliminary topic: Physical resources of the United 
States — soil, climate, minerals etc.) 

1 Colonial industries to about lydo. 

a Agriculture: principal farm products; the difficulties 
which confronted the farmer; adaptation of 
European seeds to American soil and climate ; rude 
implements, etc. 

h Lumbering and the production of forest products, 
such as naval stores, tar, pitch, rosin, hemp etc. 

c Fisliing, hunting and trapping. 

d Shipbuilding; its extent and importance. 

e Industries of the northern colouus contrasted zvith 
those of the southern. 

f Household industries; for example, spinning, weav- 
ing, tailoring, dyeing, tanning, soap and candle 
making, etc. Compare the medieval manor, the 
southern plantation and the pioneer household 
with the modern home zvith respect to their self- 
sufficiency. 

g Some reasons why manufacturing of goods outside 
the home was not carried on to any great extent. 

2 The industrial revolution. 

Changes in the methods of production of the later 

eighteenth and early nineteenth centuries. 
a In England. 

(i) TJie invention of the steam engine; and the 
application of steam power to industry. 

(2) The invention of textile machines; the spin- 

ning jenny and the power loom. 

(3) TJie change from Iwuseliold manufacture to 

the factory system. 
b In America. 

(i) Similaritx to tlie industrial revolution in 
England. 

(2) Attempts of England to restrict manufactures 

in the United States. 

(3) Spinning and zveaving machines how intro~ 

dnced into the United States. 

(4) TJie cotton gin. 

6 



164 THE UNIVERSITY OF THE STATE OF NEW YORK 

(5) The beginnings of the factory system; the 

transition from household manufacture to 
the new order. 

(6) Industrial results of the War of 1812. 

(7) The inventive genius of America. 

3 The outstanding features of the development of manu- 

facturing from the latter part of the nineteenth 

century to the present. 
a The era of the small producer and free competition 

to about 1S80. 
b Logical results of the factory system of production. 

( 1 ) So-called " cut throat " competition, reaching 

its climax in the decade 1870-80. 

(2) Large scale production; its meaning and 

characteristics, 1880 to the present. 

c A study of some large-scale manufacturing concerns; 
for example, iron and steel plants, packing houses, 
automobile concerns, etc. 

d Large-scale production and the utilisation of by- 
products. 

4 Epoch-making events in the history of American agri- 

culture. 

Note : With the exception of the advance in the produc- 
tion of cotton following the invention of the cotton gin, 
and the iron plozv it may be noted that no marked 
progress in agriculture occurred' until the second 
quarter of the nineteenth century. 

a Inventions. For example, the mower, the reaper 
and binder, the threshing machine, the cream 
separator, the steam plow, the gasoline engine, the 
tractor, the electric motor, etc. 
b The application of science to agricultural methods. 
(i) Study of the chemistry of soils and the 
reclamation of abandoned farms by the 
application of proper fertilizers. 
(2) The improvement of old species and the pro- 
duction of netv species in plant and animal 
life. (Study, for example, the extension of 
the wheat belt and the work of Luther 
, . . Burhank.) 



j SYLLABUS IN HISTORY 1 65 

(3) The destroying of pests as, for example, by 

the spraying of fruit shrubs and trees. 

(4) Tlie preservation of birds, as an aid to plant 

life. 

c Specialization ; distinction between " general farm- 
ing " and specialized farming, as dairying, fruit 
growing, production of cereals, truck farming, dry 
farming, etc. 

d The reclamation of zvaste land h\ systems of drain- 
age and irrigation. 

e Agricultural education. 

( 1 ) Development of agricultural colleges. 

(2) Introduction of agriculture in the high 

schools. 

(3) The study of plant life and gardening in the 

elementary schools. 

(4) State and federal experimental stations. 

/ The importance of agriculture as compared ivtfh the 
other leading industries. 
5 Brief consideration of other productive industries and 
their relative importance, as mining, lumbering, fishing. 
(These topics should be developed with special refer- 
ence to local industries.) 
D Exchange. Leading facts in the historical development of 
the means of exchange of economic goods. 
Note: While exchange is in reality a part of the work of 
production, the teacher will doubtless find it less confusing 
and more profitable to the pupil to teach its history as a 
separate topic. 

Preliminary outline: 

The machinery of exchange may he outlined as foUozvs: 
(i) money and credit; (2) means of transportation and 
communication: (3) weights and measures; (4) stock 
and produce exchanges ; (5) consuls zvJio act as com- 
mercial agents for their governments in foreign coun- 
tries; (6) middlemen of all sorts, including retail and 
zvholesale dealers. 
I GrozUith of the means of exchange of economic goods. 
a Money. 

(i) Its meaning and functions. 
(2) Trade by barter in the colonies. 



l66 THE UNIVERSITY OF THE STATE OF NEW YORK 

(3) Articles tiscd as money (often called "com- 

modity money") in tJie colonies; for ex- 
ample, beaver skins, tobacco, rice, corn, 
wampum. 

(4) Massachusetts, the first colony to issue paper 

money, often called " credit money." 

(5) Continental currency of the Revolutionary 

period. 

(6) Establishment of a national coinage system 

in 1792 and the coinage of gold and silver 

on the principle of a double standard at a 

ratio of fifteen to one. 
b Credit and banking; the leading facts concerning the 
three financial systems that have prevailed in the 
United States : 
(i) The United States Bank (first and second); 

its origin, history and overthrow. 

(2) The independent treasury system; its origin 

and history, including such topics as : the 
financial chaos under state banks regime 
(1836-40) ; the establishment of subtreas- 
uries ; the national bank act of 1863; de- 
monetization of silver (1873); the Bland- 
Allison silver act (1878) ; the Sherman act 
(1890) ; the " 16 to I " campaign of 1896; 
the currency act of 1900, establishing the 
single gold standard ; Aldrich-Vreeland 
emergency currency act (1908). 

(3) Th.e federal reserve act (1913) ; its purposes 

and plan of organization; its steadying 
influence during the financial strain of the 
world war. 
c Meaning and causes of financial panics, illustrated by 
a study of the financial panics of 1837 and 1897; 
frequency in our history. 
2 Brief history of transportation. 
a Colonial transportation. 

(i) Trade routes: Indian trails and portages, 
wagon roads, national waterways ; foot, 
canoe, horse, wagon and sail. 
(2) The great difficulty and expense of transport- 
ing goods. 



SYLLABUS IN HISTORY 1 6/ 

b Three iuiporfant periods of transportation. 

(i) The turnpike period; from the Revolutionary- 
War to the War of 1812. 

(a) Location and construction of some of 

the more important turnpikes of this 
period, especially in New York State. 

(b) Comparative cost of transportation by- 

turnpike and by water. 

(2) The river and canal period, about 1816-40. 

(a) The invention of the steamboat and the 
increase in river trade. (Special 
attention to great river systems as 
highways of transportation.) 

(h) Beginnings of canal building. 

(c) The construction of the Erie canal; 

its immense importance in opening 
up the old Northwest, cheapening 
freight transportation, causing 
growth of cities, etc. 

(d) The "mania for canal building" which 

followed. 

(3) The ra'hvay period, from about 1840 on. 

(a) The beginnings of railway building 

182S-40. (Before 1840 railways did 
not seriously compete with the canals 
and rivers.) 

(b) The geography of the country made 

the railroad absolutely necessary to 
the full development of the far West 
and other sections. 

(c) Principal railroads and total mileage 

at the time of the Civil War. 

(d) Intense activity in railroad building 

(1860-80); the first great conti- 
nental railways. Governmental en- 
couragement. 

(e) Leading facts in railway development 

since 1880. 
c Electric raihvoy and motor truck transportation, 
d The Barge canal. 
e The beginnings of air and undersea transportation. 



l68 THE UNIVERSITY OF THE STATE OF NEW YORK 

/ Telegraph, tclcplione and zvirclcss as an aid to trans- 
portation and commerce. 
3 The development of American commerce. 

a Period of colonial commerce (1607-1763). 

(i) Intercolonial commerce, inclitdi)ig river, lake 

and coastii'ise trade. 

(a) Trade of the northern and middle 
colonies with the southern colonies ; 
inland and coast routes ; articles 
exchanged. 

{h) Fur trade between the colonists and the 
Indians ; its relation to westward ex- 
ploration and settlement ; and also to 
the French and Indian War ; the 
Great Lakes as trading routes during 
the colonial period. 

(c) Restrictions placed on intercolonial 
trade by the mother country ; pur- 
poses and results. 

{d) Intercolonial tariffs; purposes and re- 
sults. 
(2) Colonial foreign trade. 

(a) Early commercial freedom of the col- 
onies; complete exemption from 
trade restrictions ; for example, 
Plymouth, Virginia and Maryland 
Companies. 

(&) Cromwell's navigation act (1651) ; how 
it encouraged colonial foreign com- 
merce. 

{c) The navigation acts; chief provisions 
and purposes. 

{d) Results of the navigation acts; illegal 
trade with the West Indies, etc. 

{e) The " three-cornered " trade between 
the colonies, the West Indies and 
Africa ; New England and the slave 
trade. 

(/) Condition of foreign trade at the close 
of the French and Indian War. 



SYLLABUS IN HISTORY 169 

h The struggle for commercial independence (1763- 
93)- 

(i) Decline of our foreign trade during this 
period; leading causes. 

(a) England's radical change in her col- 

onial policy; the abandonment of 
Walpole's policy of " salutary neg- 
lect " and the strict enforcement of 
the navigation laws. 

(b) The New American navigation act 

0789)- 

(c) Failure of Congress to secure commer- 

cial treaties with France, Holland, 
Spain and Portugal. 

(d) Congress's lack of power to regulate 

either interstate or foreign trade. 
(2) The remedy; adoption of the constitution, due 
largely to commercial causes. 

(a) The dominance of the commercial 

factor in securing the adoption of the 
constitution; study the Alexandria 
Convention (1785), the Annapolis 
Convention (1786), and the Federal 
Convention (1787). 

(b) The new constitution gave Congress 

full power to regulate both interstate 
and foreign commerce; this proved 
one of the strongest forces in stabil- 
ising the new government and in se- 
curing the perpetuity of the Amer- 
ican republic. 
c Commercial expansion during the great continental 
zvar (1793-1815). 
(i) Interstate commerce. 

(a) Insignificance of interstate trade, due 
to lack of manufacturing in the 
states, poor means of transportation, 
high freight rates. 

{b) The flatboat trade on the Ohio and 
Mississippi rivers. 

(c) Increase in the coastwise trade. 



I/O THE UNIVERSITY OF THE STATE OF NEW YORK 

(2) GrozvfJi of American foreign trade to iSo^. 

(a) Effect of the great European war on 

our foreign trade; rapid growth of 
foreign trade to 1805. 

(b) The first tariff act (1789); purpose, 

results. 

(c) Direct trade with China; growth of 

Chinese trade. 

(d) Renewed increase of trade following 

the reopening of the European war 
in 1803. 

(3) TJic hostile attitude of foreign countries to- 

zvard our commerce during 180^-12, es- 
peciaU\ of Great Britain and France; use 
of embargo and nonintcrcourse acts; pur- 
poses and results. 
d A period of reorganization and great fluctuations in 
American commerce (1815-66). 
(i) Brief survey of the development of interstate 
trade as influenced by 

(a) The building of canals. 

(b) The construction of turnpikes; for 

example, the Cumberland road. 

(c) The caravan trade; the old Santa Fe 

trail. 

(d) The development of steam navigatit-ir 

on our rivers, lakes and along the 
coast. " By 1856 the steam tonnage 
of the Mississippi and her tributaries 
equaled the total steam tonnage cf 
Great Britain." 

(e) The improvement of rivers and harbors 

under appropriations authorized by 
Congress. Decline of river trade, 
(/) Railroad building. 
(2) Foreign commerce (1815-66). 

(a) Conditions follozving the War of 18 12 

and leading to the enactment of the 
tariff of 1816. 

(b) Causes of the decline of foreign trade, 

both exports and imports (1818-30) ; 



SYLLABUS IN HISTORY I7I 

consider especially the panic of 
1819, the tariff of 1816 and in- 
creased competition of foreign 
merchants and shipowners. 

(c) Causes of increased foreign trade 

(1830-36); results of the panic of 

1837. 

(d) Remarkable expansion of foreign trade 

(1840-61) (except for brief inter- 
ruption during panic of 1857) ; causes 
may be outlined as follows : ( i ) 
rapid grozvth of territory and popula- 
tion, (2) development of railroads, 
telegraphs and steam navigation, (3) 
foreign wars and famines, (4) dis- 
covery of gold in California, (5) 
repeal of British corn laws, (6) the 
Walker tariff of 1846, (7) better 
banking facilities, (8) negotiation of 
commercial treaties. Note that dur- 
ing this period the iirst of our reci- 
procity treaties zvas made, namely, 
with Great Britain, 1854; note also 
the development of commerce with 
Mexico, Central and South America. 

(e) Trade conditions during the Civil War. 
e Commercial expansion (1866 to the world war). 

Beginning zvith the laying of the Atlantic cable in 
1866, the development of every means of com- 
munication and transportation has been greater 
during this period than ever before. It is the 
Age of Electricity. These conditions Jiave had 
an important bearing on the expansion of Amer- 
ican commerce. 

(i) Domestic or internal trade. 

{a) Grozvth of interstate trade during this 
period. 

(b) Great excess of domestic over foreign 

commerce. 

(c) The interstate commerce act (1887) 

and supplementary acts; purposes 
] and main provisions. 



172 THE UNIVERSITY OF THE STATE OF NEW YORK 

(2) Tlie more iinporta)it features of our foreign 
commerce. 

(a) Steady growth with hut slight inter- 

ruptions; increase of our manufac- 
tured exports. 

(b) Excess of our agricultural exports over 

our manufactured exports. 

{c) The balance of trade during the early 
and later years of this period. 

{d) Character and relative importance of 
our trade with the follotving coun- 
tries: Great Britain, Germany, 
France, Netherlands, Italy, Belgium. 

(r) Effects of high tariffs on our trade 
witJi Russia and Austria-Hungary. 

(/) Relative importance of our trade ivitli 
Europe, Asia, Africa. 

(g) Slozv grozvth of our trade with Mexico, 
Central and South America up to 
i8go; causes; effects of the Pan- 
American Congress and the negotia- 
tion of reciprocity treaties. 

(Ji) Other important matters of tJiis period 
affecting our commercial expansion; 
The establishment in 190^ of a De- 
partment of Commerce zvith its head 
a ranking officer in the President's 
cabinet; the spread of commercial 
education; the failure to teach our 
commercial agents the Spanish and 
Portuguese languages so as to give 
them better commercial opportuni- 
ties in South American countries; 
the building of the Panama canal; 
purpose, results. 
f American commerce and the zvorld tvar. 

(i) Consideration of the question; the extent to 

which commercial causes led the United 

States to enter the war. 
(2) Creation of a shipping board; its purposes 

and achievements. 



SYLLABUS IN HISTORY 1 73 

(3) The story of our foreign commerce during the 

war. 

(4) Beginnings of a new era in commercial afifairs 

and international law and diplomacy. 

4 Weights and measures (notebook topic). 

a Necessity of standard weights and measures as part 

of a system of exchange. 
h Origin and history. 
c Adoption by the United States. 

5 Stock and produce exchange. 

a Meaning of " stock exchange " ; good and bad fea- 
tures. 

h Brief history of the New York Stock Exchange as a 
typical illustration. 

c Meaning of " produce exchange " ; good and bad 
features. 

d Brief history of the Chicago Produce Exchange as a 
typical illustration. 

6 Consuls. 

a Origin and meaning of the office of consul. 

b The consular sysfcni of the United States; brief his- 
tory and its importance in connection with our 
foreign commerce. 

7 Middlemen. 

a Meaning and examples: distinction betzueen whole- 
salers and retailers; stockbrokers etc. 

b The importance of middlemen in carrying on the 
work of exchange; examples from our history 
showing the relation of middlemen to the indus- 
trial and commercial groivth of our country; the 
early fur trader, the country storekeeper of early 
days, some of the great merchants and foreign 
traders of our history. 

c An examination of the cause and the justice of the 
ill feeling often expressed against the "middle- 
man." 
8 Some problems grotving out of production and exchange. 

a Growth of the problem of business organization for 
the ozvnership, control and management of the 
producing and carrying industries. 



174 THE UNIVERSITY OF THE STATE OF NEW YORK 

( 1 ) Simplicity of early business organization ; the 

individual owner and manager; the appren- 
ticeship system. 

(2) Partnership orgayiization. 

(a) Characteristics. 

(b) Role it has played. 

(c) Displaced by. 

(3) The corporation. 

(a) Origin and characteristics. 

(b) Advantages and disadvantages, 
(r) Their possibilities led to. 

(4) Combinations (trusts). 

(a) Origin in the waste of competition. 

(b) Economies. 

(c) iVdvantages : to owners; to society, 
(rf) Their powers lead to. 

(5) Monopolies. 

(a) Principal kinds. 

(i) General welfare monopolies; 
patents, copyrights, trade- 
marks. 

(2) Special privilege monopolies: 

those based on public fran- 
chises ; those based on private 
grants. 

(3) Natural monopolies: those aris- 

ing from limitation of raw 
material ; those arising from 
peculiar characteristics of the 
business itself; those arising 
from secrecy. 

(b) Evils of. 

(c) Proposed remedies: enforced competi- 

tion ; public control ; public owner- 
ship. 
b The problem of conservation of natural resources. 
(i) The reclamation of abandoned farms; causes 
of loss of fertilit}'. 

(2) Reclamation of desert and szvamp la)ids. 

(3) Conservation of forests, minerals, zvater 

power. 



SYLLABUS IN HISTORY 175 

4 How these questions are linked up with the problem 
of trusts and monopolies. 

c Danger of land monopoly; does our history point to 
a possibility of such land monopoly as exists in 
England and Scotland? 
d TJic problem of our merehant marine and the exten- 
sion of our foreign markets. 

(i) A brief sketeh of our merchant marine with 
tables or diagrams showing its checkered 
career, causes of its success at some periods 
and its great decline at others. Proposed 
means of biiilding up our merehant marine, 
including the chief provisions of the foreign 
registry act and emergency shipping act. 
(2) The need of an extension of our foreign mar- 
kets; some reasons for our failures irt tliis 
direction, for example, lack of a large 
efficient merchant marine ; failure to keep 
up with our rivals in commercial educa- 
tion and training ; failure to adapt our- 
selves to the habits and prejudices of 
foreigners ; effect of " trade-unionism," etc. 
E Distribution 

I Factors ■zvh.ich aid in tlie production of zvealth and which 
arc therefore entitled to share in the proceeds of 
industry, 
a Land, o^ftcn called a natural agent, -which forms the 

basis of all wealth, receives rent, 
b Labor wliicli adapts the materials of nature to the 

satisfaction of human zvants, receives wages, 
c Capital zvhich is wealth used in production, receives 

interest. 
d The entrepreneur or manager, zvho organizes and 
conducts an industry, receives for his managing 
obilitw profits. 
e Government, which furnishes the conditions under 
which production may be carried on, receives 
taxes. 
Note: Careful distinction should be made between 
economic rent and the term rent used in its every 
day sense. 



1/6 THE UNIVERSITY OF THE STATE OF NEW YORK 

2 Property. 

a Its meaning; distinction betzveen private and public 

property. 
b Origin of property. 
c Relation of property to our economic life; its 

importance. 

3 Land and rent. 
Land 

a Private ownership of land; its origin. 

b Ownership of land among the American Indians ; 

tribal rather than personal ; compare with Ger- 
manic tribes and other primitive peoples. 
c Methods by which the colonists secured the Indians' 

land. 
d Land ownership in colonial times ; small farms ; 

plantations ; patroon estates ; the " commons " of 

New England tovv'ns. 
e The United States Government as a kind ozvner; 

the former saying, " Uncle Sam is rich enough to 

give us all a farm." 
f The governmenfs methods of disposing of its lands 

and of opening up nezv territory; for example, 

(i) railroad grants, (2) the homestead act; desert 

land act ; recent acts. 
g Work of the federal and state governments in the 

reclamation of waste lands. 
h Lands now owned by the federal government. 
i Lands now owned by New York State. 
Rent 

a Distinction betzveen economic rent and the term rent 

as ordinarily used, 
b Hozv economic rent arises. 

(i) From difference of fertility of soil. 

(2) From difference of location, 
c Landlord and tenant; meaning. 
d Conditions affecting the value and rent of farm 

lands; fertility, access to markets, etc. 
e Conditions affecting the value and rent of urban 

land, 
f The increase of land values. 

(i) By improvements made by the owner. 



SYLLABUS IN HISTORY 177 

(2) By society; meaning of the expression "un- 
earned increment" ; take the purchase of 
Manhattan island from the Indians for $24 
and its present value as an example ; the 
theory of the " single tax " ; arguments for 
and against ; brief account of Henry George. 
g Small farms versus large land holdings ; ownership 
of land by syndicates ; present conditions in our 
country in these respects. 
h Private ownership of natural resources by cor- 
porations. 
Consideration of g and h from the standpoint of economic 
rent and the concentration of wealth. 
4 Capital and interest. 
Capital 

a Land and labor the primary factors in production; 
capital (often called the "tools of production") 
a secondary factor, produced by the application of 
labor to the resources of nature; examples: fac- 
tories, machinery etc. ; origin of capital, thrift. 
b Scarcity and ownership of capital in early colonial 

days; capital under the apprenticeship system. 
c Great changes in the importance and ownership of 
capital growing out of the application of steam to 
industry and the rise of the factory system,; study 
the transition from the period of household indus- 
try to the factory system ; the present coopera- 
tive ownership of capital ; banks, insurance com- 
panies, benevolent and religious societies as in- 
direct employers. 
d The rise of a wage-earning class zuho work with 
the capital; that is, the tools of production, be- 
longing to the employer. 
e The necessity of a wage system for the remunera- 
tion of labor; the worker no longer- has what he 
produces; he receives money wages instead of 
economic goods. 
/ Study local industries as illustrations. 
Interest 

a Why interest is paid for the use of capital, 
b Methods of accumulating capital for purposes of 
production: (i) by individuals; (2) by banks; 



THE UNIVERSITY OF THE STATE OF NEW YORK 

(3) by stock companies; (4) investment, insur- 
ance and Other companies ; explanations and ex- 
amples. 

c Rates of interest in different states ; usury laws ; 
conditions affecting the rate of interest; compare, 
for example, rates of interest in the west in pioneer 
days with the rates in the east, 
5 Labor and zvarjes. 
Labor 

a Labor, in an economic sense, includes not only those 
engaged directly in production, as farmers and 
factory workers, but also those zvho aid indirectly 
in production, as merchants, doctors, teachers etc. 

h Brief study of occupations; for example, the number 
and character of occupations in colonial times; 
effect on occupations of (i) the rise of the factory 
system and the division of labor; (2) inventions. 

c Origin and character of our labor force; ( i ) native 
labor; (2) foreign labor. 

d Classification of laborers: the professions ; captains 
of industry or entrepreneurs; skilled labor; semi- 
skilled labor; unskilled labor; relative importance 
in developing our resources and in the progress 
of our country. 
Wages 

a Classification: salaries, fees, commissions, zvages; 
meaning and examples. 

b Relative compensation of the different kinds of labor 
mentioned under d above. 

c Hours of labor ; effect of inventions, improved meth- 
ods and labor-saving devices on the length of the 
working day ; compare, for example, the hours of 
labor in the early period of our history with those 
of the present. 

d Organised labor; meaniag; pertains chiefly to wage 
earners engaged in the industries ; gradual change 
of the " trades union " into the " labor union " and 
'■ industrial unions " ; the reasons for such change. 

e The labor union; purposes; advantages and disad- 
vantages ; brief history of some of the great labor 
organizations, for example, American Federation 
of Labor, the United Mine Workers. 



SYLLABUS IN HISTORY 179 

/ '' Organised capital " in its relation to organized 
labor ; the two illustrating the necessity for coop- 
eration between capital and labor. 

6 Manag'ng ability and profits. 
Managing ability 

Business man:^gcrs and captains of industry, often 
called entrepreneurs ; their importance in modern 
business and industry; study several conspicuous 
examples in American history. 
Protifs 

a Distinguish between profits and interest. 
b The large profits which often go to managing ability ; 
why; efifect on the concentration of wealth during 
the last half century. 

7 Goz'crnincnt and taxes; also other government income. 
Government 

a Reasons ■why government requires a share in the 
proceeds of production: to provide, for example, 
security of the individual citizen ; protection of 
property rights ; education ; care of the poor and 
unfortunate ; army and navy. 

b The taxing units: federal government, state govern- 
ments, local governments — county, city, town, 
school district. 

c Public debts — national, state, local; for what pur- 
poses incurred ; examples. 
Taxes 

a Definitions: tax; taxation: eminent domain; requi- 
sition. Difference between taxation and robbery ; 
evils of excessive taxation. 

b Principles of taxation; what constitutes a just tax? 

c Kinds of taxes: definitions. 

(i) Direct taxes: property tax, income tax, in- 
heritance tax, poll tax. 
(2) Indirect taxes: excise taxes, customs duties. 

d Other sources of government income: 

(i) ' From government ozvnership of public lands 
and public industries. 

(2) Fees and special assessments. 

(3) Miscellaneous — gifts, fines, forfeits, escheats 

etc. 



[8o THE UNIVERSITY OF THE STATE OF NEW YORK 

(4) Temporary revenues (to be repaid) : loans by 
bond issues and by treasury notes ; Liberty 
Bonds, War Savings Stamps. 
Brief history of federal and state taxation. 
Federal 
a Constitutional taxing pozvcr of the Federal Govern- 
ment. (See also topic II, 7, of syllabus.) 
h Forms of taxation most used by the Federal Govern- 
ment: 

(i) Customs duties; distinction between absolute 
free trade, tariff for revenue only, and tariff 
for protection ; brief history of the tariff 
as a source of revenue. 

(2) Exeise taxes; history and importance as a 

source of revenue. 

(3) TJie federal income tax; history and present 

importance as a revenue measure. 
c IVar taxes ivith special reference to the world war. 
State and local 
State 

a Forms of taxation used by state govermnents: 
(i) General property tax. 

(2) Inheritance tax. 

(3) Corporation tax. 

(4) Mortgage tax. 

(5) Franchise tax. 

(6) Poll tax. 

(7) Licenses. (8) Income. 
Local 

( 1 ) General property tax. 

(2) Licenses. 

(3) Fines. 

(4) Special assessments. 

Some problems grozving out of the distribution of wealth. 
Distribution, dealing as it does with the distribution of 
wealth and of personal and family incomes, is itself 
one of the greatest problems of economics. 
Here belong the economic phases of the struggle be- 
tween labor and capital ; illustrated by : 

(i) Strikes, boycotts, the closed shop, sabotage, 
syndicalism, collective bargaining, etc. 



SYLLABUS IN HISTORY ibl 

(2) The power of organhcd capital, the lockout, 

the open shop, individual bargaining, the 
sweat shop, etc. 

(3) Poverty which entails such economic loss and 

waste upon society and the State. 
The study of these questions should be approached with 
an understanding and a comparison of the value and 
justice of prevaihng ideals of what constitutes fair 
distribution; for example the following: 
" Suggested ideals of distributive justice, etc." 

(i) The commercial ideal: high rewards for 
persons of special ability, attainment or 
position. 

(2) The comnmnlstic ideal: equal division of all 

goods, or division according to the maxim : 
" From everyone according to his ability ; to 
everyone according to his needs." 

(3) TJic socialistic ideal: to everyone according to 

his labor-service to society. 

(4) The democratic ideal: to everyone according 

to the value of his services. 
The above brief statement of the several ideals of dis- 
tributive justice is designed to suggest the difference 
of viewpoints rather than to afford an adequate 
description of each. Communism and socialism really 
differ not so much in ideals as in the social mechan- 
isms by which they hope to reach the ideal result. 
The stated ideals of the socialistic and democratic 
system are somewhat similar, but are to be distin- 
guished in that (a) socialism requires some govern- 
mental appraisal of labor-service, while competition 
in a democracy furnishes at least a tangible criterion 
of service in terms of exchange-value; (b) essen- 
tially different economic programs are advocated as 
. the means of attaining them. 
V Social development in the United States 

Men form groups and act as one, partly by instinct and partly as the 
result of intelligent deliberation and planning. The most important factor 
in producing social phenomena is a common need that can best be met by 
cooperative action. 

Introduction. Meaning of social development: it has to do more 
particularly with those institutions and influences which affect the 



l82 THE UNIVERSITY OF THE STATE OF NEW YORK 

daily life of a people; it deals zvith the ciistouis and habits of in- 
dividuals in their daily intercourse and group activities; in its broader 
sense it includes economic as zvell as political relations; in its nar- 
rozvcr sense, as used in this topic, it lays the emphasis on those social 
activities which are in the main nonpolitical and noneconomic. 

In discussing social institutions, hozvevcr, economic and political 
forces must be taken into account as modifying influences. The 
principal social institutions from this point of viezv may be outlined 
as follcz'js: (a) the family, (b) educational institutions, (c) relig- 
ious institutions; {d) social service institutions, {e) other social 
influences. 

A Til: family. 

1 Preliminary viezv; some types of homes in the United 

States today. 

a Mainly under rural influences. 

(i) Home of the prosperous farmer zvho lives 
near good roads, raihvays, schools, tele- 
phones, and gets daily mail. 

(2) Home of the poor negro of the South. 

(3) Home of the " poor zvhite" in the mountains. 

(4) Home of the rancliman or large zi'heat grozver 

cf the West, 
b Homes nainly under urban or social influences. 
(i) The city home of zuealth and lu.vury. 

(2) City home of the " middle class." 

(3) Home of the city man zvho does night zvork; 

for example, bakers, policemen, railway 
men, telegraph operators, glass and steel 
workers in mills, etc. 

(4) The tenement home. 

(5) Home zvhere the mother is the bread-zvinner. 

(6) Home zvhere the children are the bread- 

zvinner s. 

2 Standard of living ; meaning ; Engel's law. 

3 Importance of the home as the foundation social unit 

of the state. 

It is impo'SS-Jble to overest'mate the importance of the home in the 
Americpn system of society and gfovernment. The good home fosters every 
vital principle upon which American institutions rest. Of all schools it is 
the iiest and the most far-reachine in its influence. Such a home teaches 
t'^e Hnlilean principles of love, self-sacr'fice and devotion better than any 
church : and it s*^'ids as the Nation's miphtiest protect aeainst every form 
of social evil. The well-organized American household is a most perfect 



SYLLABUS IN HISTORY 



183 



type of government. There is not a principle which makes for strong, 
eliicient citizenship that is not taught and daily exemplihcd m such a tamily 
organization — justice, equality, the rights ol properly, the care and pro- 
tection of the weak and unfortunate, respect for law and order, cooperation 
for the common good — every citizen virtue flourishes here. 

4 Pioneer home life. 

a Study of the colonial New England home. 

b Study of home life on a southern plantation in colo- 
nial days. 

c Characteristics of the home life of the western 
pioneers. 

d Virtues and traits of character developed by pioneer 
life; their influence on our history; conspicuous 
examples. Hardships they endured. 

5 Home life as moditied by inventions; homes of the indus- 

trial stage of our history. 

a Compare the conveniences and comforts of the home 
of the average wage earner today with those of 
the worker of the handicraft period of our history. 

b Trace the changes in home life brought about by 
inventions; for example, friction match, cook 
stoves, spinning and weaving luachines, sewing 
machine, washing machines, oil lamps, electric 
lights. 

6 Home 'life as modified by state interference. 

a The laissez-faire as distinguished from the active 
policy of government; the modern tendency of gov- 
ernment to dictate more and more what its citizens 
shall do and under what conditions they shall live; 
example; benefits and dangers of this tendency. 

b The active policy of government applied to the home; 
some examples: building codes, plumbing and zvir- 
ing, fire protection, water and lighting regulations, 
care of garbage, quarantine, medical inspection, 
etc. 

7 Home ownership. 

a Advantages to tlie family and iJie coinmunity of home 

oivnership. 
b Home ozvnership in our early history: disappearance 

of tJie "old homestead." 
c Declining percentage of home ozvncrs during the last 

half century; causes; serious results. 



184 THE UNIVERSITY OF THE STATE OF NEW YORK 

8 Some dangers ivhicJi ihrcaicn iJic modern home. 

a Frequency of divorce; due to some extent to lax 
marriage and divorce laws and to a lack of 
■uniformity of such lazvs in the several states, 
b The grozving tendency of families to live in hotels 

and hoarding houses. 
c Neglect of the home by fathers and mothers, Giving 

to business and social affairs. 
d The increasing employment of zvomen in business and 

industry. 
e Failure to give tJie mother proper state aid zvhen she 

is left as the only support of her children, 
f Luxury etc. 
B Educational institutions. 

Introductory topic : the importance of education among a 
self-governing people. 

The school is ihe auxihary institution founded for the purpose of 
reinforcing the education of the four fundamental institutions of civilization. 
These are the family, civil society (devoted to providing for the wants of 
food, clothing and shelter), the state, the church. The characteristic of the 
school is that it deals with the means necessary for the acquirement, preser- 
vation and communication of intelligence. The difference between the part 
of education acquired in the family and that part of education acquired in the 
school is immense and incalculable. The family arts and trades, manners 
and customs, habits and beliefs, form a sort of close-fitting spiritual vesture: 
a garment of the soul always worn, and expressive of the native character 
not so much of the individual as of his tribe or famih' or community. . . . 
This close-fitting garment of hab't gives him direction but does not give him 
self-direction or freedom. He does what he does blindly, from the habit of 
following custom and doing as others do. But the school gives a different 
sort of training ; its discipline is for the freedom of the individual. . . . 
The discipline of the school forms a sort of conscious superstructure to the 
unconscious basis of habits which have been acquired in the family. 

I TJie origin and development of the people's schools, 
a Beginnings of public education, 
(i) In Virginia (1616-20). 

(2) In Nezv Netherlands (1638). 

(3) In Massachusetts (1635): the Boston Latin 

Grammar ScJwol. 
b Educational development in the colonies; character 
and examples. 

( 1 ) These schools usually began under manage- 

ment of the church ; for example, the parish 
schools of Virginia. 

(2) The " moving school," moving from town to 

town, the time devoted to each town depend- 



SYLLABUS IN HISTORY 185 

ing on the amount contributed toward the 
teacher's salary; for example, Massachu- 
setts. 
(3) Colonial school laws establishing schools by 
public taxation; for example, Connecticut 

(1750)- 
c Cro7vtJi and influence of the academics. 

(i) Decline in efficiency of the colonial grammar 
schools toward latter part of the eighteenth 
century. 

(2) Rise of the academy; the successor of the old 

grammar school and the forerunner of the 
high school; the undisputed leader in second- 
ary education from the Revolution to the 
middle of the nineteenth century. 

(3) Early academies of two classes: 

(o) The local academy which supplied the 
educational needs of its immediate 
neighborhood. 

(b) The academy of a more pretention.. 
type, having a broader course of 
study and drawing its pupils from a 
wide field ; some examples of this 
type: Germantown, founded 1753. 
through the efforts of Benjamin 
Franklin; Phillips Academy at And- 
over, Mass., (1778); and Phillips 
Academy at Exeter, N. H., about 
the same time. 

(4) The academies essentially private institutions, 

but often receiving substantial state aid ; 
as a rule pupils had to pay tuition. 

(5) Status of the American academy in the United 

States at its zenith, 1850; number, over 
6000 ; pupils, over 260,000 ; teachers, over 
12,000; annual income nearly $6,000,000. 

(6) Examples of these private academies still in 

existence. 
d The educational revival; influence of Horace Mann. 
(i) Deplorable condition of tJie common schools 
for a half centnry or more follozving the 



l86 THE UNIVERSITY OF THE STATE OF NEW YORK 

Revolutionary War; inefficiency of the dis- 
trict schools, lack of preparation of teacher; 
general attitude toward schools and 
teachers; rate bills, etc. 
(2) Sketch of Horace Mann; his work as 
secretary for tzvelve years of the Alassa- 
chusetts hoard of education; his reforms 
typical of the leading improvements made 
in common school education to 1850 or later. 
e Main features in the growth o^f public schools in the 
United States since the Civil War. 
(i) Elementary education. 

(a) Rural : the district school s}stem ; 
organization; subjects; defects; 
changes in many states to the town- 
ship system. 
{h) Elementary education in v'.llages and 
cities : the graded s}stem ; the kinder- 
garten ; the primary school ; the gram- 
mar school ; plan of organization and 
administration. 

(2) Secondary education: the origin, rapid grozvth 

and importance of the modern high school; 
organization, courses of stud}', and equip- 
ment of an up-to-date city high school ; 
specialized high schools, for example, man- 
ual training and commercial high schools. 

(3) The junior high school: recent origin; organ- 

ization; problems It seeks to solve, 
f Other Important topics In public education. 

(i) The spread of compulsory education ; reason. ; 
usual provisions. 

(2) The education of defectives. 

(3) Night schools, vacation scJiools, continuation 

schools. 

(4) The A)nerlca)iicatlon movement. 

(5) Education o>f the negro and the hidlan. 

(a) Tax-supported negro schools. 

{b) Noted private institutions for negro 

education, 
(r) Indian schools and reservations. 



1 SYLLABUS IN HISTORY . 1 8/ 

(6) The preparation of teachers. 

(a) Normal schools. 

(b) Professional training in colleges. 

(c) The licensing of teachers. 

(7) Classification and i)nportancc of present-day 

private schools. 

(a) The "old-line" academy and college 
preparatory school. 
' (^0 " Finishhig schools." 

(c) Parochial schools. 
{d) Commercial schools and colleges. 

(8) Meaning and classification of "free schools." 

2 Higher and special education. 

Introductory topic: meaning and necessity of higher 
education. 

a Principal colonial colleges: Harvard, IVilliam and 
Mary, Yale, Princeton, University of Pennsyl- 
vania, Columbia, Brown, Rutgers, Darttnouth. 

b Classification of colleges and universities as to 
methods of founding: founded, endowed and sup- 
ported by private funds ; distinction between col- 
leges and universities. Chartered as private in- 
stitutions but aided by state grants ; for example, 
Harvard, Yale, Columbia, and western universi- 
ties. Efiforts of state legislatures to get control 
of such colleges, influencing the establishment of 
state universities by constitutional provision; for 
example, the constitution of North Carolina framed 
in 1776 provided, "All useful learning shall be 
encouraged and promoted in one or more uni- 
versities " ; and the Indiana constitution written in 
1819 contains this clause: "It shall be the duty 
of the General Assembly, as soon as circumstances 
will permit, to provide by law for a general system 
of education ascending in regular gradation from 
township schools to state university, wherein 
tu'tion shall be gratis, and equally open to all." 
" This is the charter of the American state univer- 
sity ■ — the crown of the public school system." 

c The modern college and university. 

(i) Number, equipment and influence. 



l88 THE UNIVERSITY OF THE STATE OF NEW YORK 

(2) Tendency toward practical and vocational 
education. 
d Professional education. 

(i) The professions; meaning; the callings recog- 
nized as professions in the early days — 
theology, medicine, law. 

(2) Lack of specialized training for the profes- 

sions during our early history ; for example, 
" It is estimated that among the thirty-five 
hundred physicians in the country at the 
close of the Revolution, not more than four 
hundred had received the medical degree, 
and it is doubtful if among the lawyers, the 
number having received legal instruction in 
any institution of learning was even so 
great as that." 

(3) The earlier colonial colleges established as 

feeders for the ministry ; changes in these 
colleges by the end of the eighteenth century 
to a more secular character of instruction 
led to 

(4) The establishment of theological schools ; 

these schools mainly separate institutions 
and the instruction denominational. " But 
3 of the 148 theological schools in opera- 
tion in 1902 were avowedly nonsectarian." 
Rapid development of theological schools 
beginning with the second quarter of the 
nineteenth century. 

(5) Law schools: first permanent law school with 

degree-granting privileges established at 
Harvard in 1817; development of law 
schools and advance in requirements for the 
members of this profession ; total number 
of these schools in 1902 was 102. 

(6) Medical schools : the medical schools of colo- 

nial days were the offices of practising 
physicians ; the profession recruited through 
the apprenticeship system ; first medical 
school established at University of Pennsyl- 
vania in 1765; later growth of medical 
schools and great advance in medical science. 



SYLLABUS IN HISTORY 189 

(7) Rapid development in recent years and the 
growing importance of dentistry, pharmacy, 
nursing. 

3 Technical and agricultural education. 

a These schools zvith one or two exceptions begin their 
development with the last half of the nineteenth 
century. 

b Classification. 

(i) Tcch.uical schools on private foundations. 

(2) Technical schools in part or zvholly supported 

by national or state appropriations. 

(3) Teclinical schools or departments connected 

zvith colleges and universities. 

(4) The national military and naval academies. 

c Brief study of the growth of these institutions as 
showing their great importance in the development 
and progress of our country. 

4 Other educational influences. 

a Educational extension ; meaning and importance. 

b Newspapers and periodicals. 

c Learned societies and associations. 

d Lyceums, popular lectures, museums. 

e Patriotic societies. 

5 Division of state and federal powers with reference to 

education. 

a Support, organisation and administration of educa- 
tion mainly a function of our state governments. 

b The United States Bureau of Education; United 
States Commissioner of Education; origin; func- 
tions. 

c Tendency of the Federal Government to assume a 
larger part in education; this tendency as affected 
by the world zvar. 

6 History of New York's educational system. 

a Early Dutch and English schools. 

b The University of the State of New York. 

(i) Establishment (1784) and original purpose. 
To revive King's College and to promote the 
establishment of schools and colleges. 
(2) Its development into a federation of secondary 
schools and higher institutions. 



190 THE UNIVERSITY OF THE STATE OF NEW YORK 

c Establishment of elementary schools, 
(i) Act of 1795. 

(2) Creation of (a) State Superintendent of Com- 
mon Schools (1812); {h) Department of 
Public Instruction (1854). 
d The University of the State of New York and the 
Department of Public Instruction consoli- 
dated (1904). 
(i) Control of all educational activities in the 

State. 
(2) The Board of Regents. 

(a) The Commissioner of Education, 
{b) Departments and divisions. 
(c) Local school officers. 
e History of the establishment of free schools in New 
York State. 
C RcUf/ioits institutions. 

Introduction. Importance of religion and morality in 
advancing the welfare of society and in insuring the perpetuity 
of the state. " Moral and religious needs are inherent in the 
social nature of man and are closely related to each other. 
They depend upon the fact that men feel the need of con- 
trolling and regulating their action by some influence outside 
of themselves." Religious teaching recognizes and develops 
the spiritual nature of man. 

1 Influence of religious motives in the discovery and settle- 

ment of America. 

2 Religious inflnences during colonial times. 

a Examples of religions intolerance. 

b Grozvth of religious toleration and the establishment 

of the principle of the separation of church and 

state. 

3 Complete religious freedom established by the federal 

Constitution. 

4 The United States a Christian nation; meaning of this 

expression, 
a Its fundamental moral lazes founded upon the 

teachings of the Bible, 
b Origin of the term Christian, 
e Examples to show to what extent our moral laws are 

founded in teachings of the Bible. 



' SYLLABUS IN HISTORY tgi 

5 Religious toleration a characteristic of democracy ivith a 

growing tendency tozvard church federation. 

6 The influence of the church in: 

a Raising political standards. 

b Improving economic conditions and raising the 

standard of living among the poor. 
c Social reforms (more fully outlined under the topic 

Social service institutions). 

7 Tendency of the modern church to lay its chief emphasis 

on moral rather than doctrinal matters, 
a Moral teaching. 

(i) The Golden Rule. 

(2) Loyalty, justice, cJiarity. 
b Social teaching. 

(i) The zvorth and dignity of the individual. 

(2) The brotherhood of man. 
D Social service institutions. 

1 Public. 

a Tendency of government more and more to assume 
responsibility for the social welfare of its citicens. 
b Health and protection of the conim,iinity. 
c Recreation: playgrounds, parks etc. 
d Care of defectives, 
e Administration of charities, 
f Education. (Outlined above) 

2 Private. 

a Religious in character: for example, Y. M. C. A., 
Y. W. C. A., Salvation Army, K. C, Y. M. H. A., 
etc. 
E Other private institutions mainly social and recreational : 

theaters, lodges, clubs etc. 
F Military and patriotic societies. 
G Great social reforms; completed or in progress. 

1 The abolition of slavery. 

2 Prohibition of tJie liquor traffic. 

3 Child labor, zvith special reference to the federal child 

labor latv. 

4 Enlightened attitude of the state toward its unfortunate 

citizens. 

a Reform in prison administration. 

b Treatment of juvenile delinquents: juvenile courts, 



192 THE UNIVERSITY OF THE STATE OF NEW YORK 

probation officers, industrial schools, social settle- 
ment houses, etc. 

5 Improvement in labor condlilons: factory inspection, 

sanitation, shorter Jionrs, zvelfare zvork, xvorkman's 
compensation laws, health insurance, etc. 

6 Impetus given to more healthful, tvholesome living by our 

participation in the world tvar for democracy. 

7 Social and political progress during our history marked 

by the gradual increase in the rights granted to women: 
in regard to 

a Civil rights, property rights, education etc. 
b Political rights: voting and holding office. 
H TJie tvar on poverty. 

1 Grozving realization of the disastrous effects of poverty 

on physical, intellectual and moral development, espe- 
cially under slum conditions. 

2 Note that much of the work along social lines seeks to 

remove the causes of poverty and squalor. 
I Relative importance of the state government and the national 
government in the various lines of social development under 
our system of political organication; this shovJd be kept con- 
stantly in mind in the study of our social development as it 
gives the pupil a correct understanding of the proper func- 
tions of state and nation under our arrangement of divided 
poivers. 
VI The governmental development of the United States. 

The teacher of government should remember that it is something 
more than a collection of facts that he should impart. The result 
of his teaching should be not only knowledge but the development 
of an active civic consciousness. 

A Popular government as the highest political ideal of society. 
(The teacher may find it best to give this in lecture 
form at the beginning of the study of American gov- 
ernment.) 
I Our English inheritance. 

a The ideal of self-government in local afifairs, origi- 
nating in Saxon England, and retained after the 
Norman Conquest, io66. 
b The ideal of trial by a jury-court of one's peers; 
established in England by Henry II, about ii66. 
c The ideal of the right of the people of protection 



SYLLABUS IN HISTORY 193 

from the arbitrary government of officials ; the 

Magna Charta, 1215; the Petition of Right 
(1628). 
d " No taxation without representation " ; the model 

parliament (1295). 
e Representative government under a strictly limited 

executive; the Glorious Revolution of 1688: Bill 

of Rights (1689). 

2 Development of thought upon the origin and purpose of 

government during the seventeenth, eighteenth and 

nineteentJi centuries. 

a The "divine right'' theory of the Stuarts and Louis 
XIV. 

b The opposing democratic theory that government 
was created by society for the protection and wel- 
fare of society and individuals. 

c The need for emphasis of the fact that the primary 
purpose of government is " good government/' not 
" self-government." 

3 Democratic government, still on trial before the world. 

a Democratic government, on a large scale, of recent 
origin: English democracy, practically established, 
i68q, in America, i/Sg; in France, began in i/QS- 
b The two great types of democratic government; Eng- 
land and France, centralized cabinet government; 
The United States, a federal system of common- 
zvealths organised on the principle of giving cer- 
tain pozvers only to the central government. 

4 Note the warnings and advice given the young American 

democracy (see Washington's Farewell Address). 
B Citizenship in our democracy. 

1 The mean'mg of " citizen " as defined in our constitution. 

2 The process of naturalization; the restrictions ; the neces- 

sity of stimulating an appreciation of the value of 
citizenship. 

3 Voting in its relation to citizenship. 

a Voting, not considered as a right of citizenship in the 

past; the origin of this attitude, 
b Restrictions upon voting in the colonies in 1776. 
' c The provision for voting made by the constitution. 



194 THE UNlVERSIfY OF tHE STATE OP K'EW YORK 

d Later development of suffrage in the United States. 

(i) Gradual, granting of full manhood suffrage, 

hastened by the rise of the factory system 

(1815-45). 

(2) TJie granting of the voting rigJit to declarant 

citizens in certain wester>i states in the pre- 
Civil War period ; reasons: dangers. 

(3) The granting of suffrage to the negro: the 

fourteenth amendment: tJic fifteenth amend- 
ment ; the later attempts of tJie South to 
restrict negro francJiise. 

(4) The zvoman suffrage movement. 

4 Discussion of citizenship as a right or privilege. 

5 Rights, duties and obligations of citizenship in our 

democracy, 
a The distinction betzveen civil and political rights. 
b The distinction betzveen rights of state, and of United 

States citizenship. 
c Rights 

( 1 ) TJie fundamental legal rights of protection for 

life and property ; protectio)i from arbitrary 
government. 
(Note: "Magna Charta rights," or " rights of 
EngUshmen " ; also our American "bill of 
rights" in federal and state constitutions.) 

(2) Moral rights; the rapidly widening claim of 

right to equal opportunities for health, edu- 
cation and general welfare. 
(Have the pupil enumerate many examples of 
what our government is now doing for us 
in this line.) 
d TJie reasons zvJiy the obligations of citizenship are 
more compelling in a democracy than in an 
autocracy. 

The duties of citizenship are always equal to its rights ; duty is largely 
a matter of morals. 

e Duties and obligations. 

(i) Legal requirements: obedience to law, jury 

and military service. 
(2) The moral obligations of intelligent under- 
, ■ ■ standing of our government and its ideals ; 



/ SYLLABUS IN HISTORY 1 95 

active cooperation and interest in the wel- 
fare of the government (note what high 
school pupils can do today, tomorrow, next 
year) ; a proper democratic attitude toward 
one's fellow citizens and their interests. 
6 Training for citizenship in our democracy. 

a The important influence of the American home. 

(i) Obligation of right marriage, so that the chil- 
dren of the nation may have intelligent 
parents, and a happy, healthful environment 
in which to live ; marriage regulation, 
mothers' pensions, etc. 
(2) Training of children in the democratic virtues : 
respect for authority, voluntary obedience, 
honesty, self-control, cooperation, respon- 
sibility to obligations. 
b The part played by the public school in civic training. 
(i) Universal education, a developing American 
ideal. 

(a) Origin of the public school system in 

colonial times ; how supported. 

(b) The compulsory school attendance law : 

first opposed as undemocratic ; pres- 
ent day requirements. 

(c) Free high schools, a growth since the 

Gvil War; reason for some present- 
day opposition to them; their neces- 
sity. 

(d) Free universities: in how far an actu- 

ality; the ideal for the future. 
(2) The educational ideal for the public school 
systems of our democracy. 

(a) A sound body, as the basis for a sound 

mind. 

(b) A well-rounded general education, for 

the development of a broad-minded 
intelligence and morality in its citizens. 

(c) A clear teaching of national American 

ideals. (See topic on American 
ideals.) 



196 THE UNIVERSITY OF THE STATE OF NEW YORK 

(d) A knowledge of American government : 

functions, machinery, administration, 
problems to be solved ; and the devel- 
opment of an active civic conscious- 
ness. 

(e) The present-day question of the place 

for technical training in our schools. 
"A citizen should not only be good, but good for something.'' 

c The part played by the boys and girls themselves, 
d The call of the times for 

(i) PubHc-spirited citizens; the fight is on for 
democracy, within as well as without. 

(2) Enlightened public opinion. 

(3) Proper patriotism. 

(a) The abandonment of extreme individ- 

ualism ; and the cultivation of a 
strong community spirit of coopera- 
tion. 

(b) False ideas of patriotism: race hatred, 

national jealousy, the feeling that the 
individual code of honor does not 
apply to the state. 

(c) Loyalty to one's country is as essential 

as loyalty to one's parents. 
C Popular control of government. 

I Nomination, election and appointment of public officials, 
a Nomination: historical development, present pro- 
cedure. 

(i) No uniform method at first; sometimes by 
Congressional, or State legislative caucus, 
or informal gatherings. 

(2) The rise of the nominating convention in 

Jackson's day; cause, machinery of a nomi- 
nating convention ; the history of the party 
primary ; its defects. 

(3) The movement for primary reform; primaries 

brought under state control ; direct pri- 
maries — time of holding, organization, 
value, defects. 

(4) The use for party conventions under the direct 

primary system. 



SYLLABUS IN HISTORY I97 

(5) The reformed national nominating conven- 
tion ; the presidential preference primary ; 
the organization and work of the conven- 
tion. 
b Election of public officials. 

( 1 ) Holding an election ; time, registration, process 

of voting, counting the votes, the "Aus- 
tralian ballot," the voting machine, the long 
and short ballot. 

(2) Problems of nomination and election; gerry- 

mandering, proportional representation, cor- 
rupt practices, the grounds for choice as to 
what offices should be elective and what 
appointive. 
c Appointment of public officials. 

(i) Comparison between the appointing system of 
state and national government. 

(2) The removal of appointive officers ; recall. 

(3) Civil service reform in national, state and local 

government. 
2 Political parties. 

a The necessity for political parties in democratic gov- 
ernment, 
b A comparison of our two-party system with that of 

the manifold party system of France. 
c The value of third parties in our country's history. 
d Party organisation and work. 
e Party finance. 

/ Parties and public office — elective and appointive. 
g The boss and the machine; the value of the boss; a 
comparison of the boss with the English prime 
minister and party whip. 
h The question of the independent voter versus the 
"straight party ticket" man. 
D American governments at zuork. 

I Local governments. The natural method of approach is 
for each teacher to deal with his own locality, town, city 
or village, first. The problem of town and city differ in 
degree more than in kind; each has to operate through 
legislation and administration, the differences arising in 
the varied needs of these communities. The volume of 
needs to be met is greater in city than in village, yet each 



198 THE UNIVERSITY OF THE STATE OF NEW YORK 

organized community has distinct needs ; the work of its 
poHtical organization is to meet these needs, first by pass- 
ing suitable measures, then by putting them into effect, 
and lastly by providing a judiciary to judge of their 
infractions. 

a Local governments in colonial times. 

( 1 ) Town system of New England and county 

system of the South. 

(2) The mixed system of the middle colonies. 

(3) Their retention today. 

b Local governments today; note that these are gov- 
ernments of delegated powers only with an 
increasing tendency to " home rule." 
(i) The tozvn: In New England, the original unit 
of government ; in New York, a rural com- 
munity with very simple political organiza- 
tion. The needs of a rural community, 
police, roads, care of poor, etc. (The 
teacher should not find it hard to make his 
own manual of ofificials and duties, of jus- 
tices, and of town board or town meeting.) 
(2) Governments of a municipal character: here 
the people live more closely together ; special 
needs arise requiring broader governmental 
services; there is an expansion of the ma- 
chinery of government. 

The village: classes in New York State: 
legislation through representatives and ref- 
erendum. (A teacher in a village has con- 
crete material to illustrate officials, police 
justices, etc. ; for the rest there is an account 
of the village type in any compendium in 
civics.) 

The city: classes of cities in New York 
State ; centralization in city government and 
through the short ballot, the commission 
form of government and the city manager 
plan. 

(a) Administration in our cities, each city, 
and in some measure each village, 
deals with the following problems of 
administration: the preservation of 



SYLLABUS IN HISTORY 199 

peace and order ; the police ; the pro- 
tection of property and persons ; the 
preservation of health; education; 
public works; roads and buildings; 
art and esthetic development ; city 
planning and the improvement of city 
and county for future generations; 
charities and corrections. 

(3) The county: division largely judicial; a con- 

venient grouping of local units for carrying 
out common needs ; for example, poorhouse, 
county jail, etc. Officials to carry on county 
work, board of supervisors to act for the 
whole county. 

(4) Ordinance-making of local governments. 

Legislative powers delegated to counties and 
municipalities in the constitution or in the 
statutes. Methods of legislation in the 
county; town meetings and their legisla- 
tive processes; municipal legislation; 
boards of aldermen, city councils and com- 
missions. 

(The discussion of legislation for a 
state applies with equal force to that for a 
municipality as to number of the cham- 
bers, sessions, methods of organization, 
and the nature of the output. Each 
teacher must adjust his discussion to the 
locality in which he lives, whether town, 
county or city.) 
2 State governments. 

a Origin of their organisation in colonial times. 

The three types, charter, proprietary, royal, 
charters of Rhode Island and Connecticut retained 
as state constitutions. Other states modeled on the 
colonial charter form. 
h State constitutions: adoption, revision, amendment, 
form. 

The original thirteen colonies (see outline on 
Democracy). Revision and amendment as pro- 
vided for in New York State. The form of a state 
8 



200 THE UNIVERSITY OF THE STATE OF NEW YORK 

constitution; bill of right and its purpose; the 
machinery of government; miscellaneous pro- 
visions and their undue growth; method of amend- 
ment. 
c The authority of state governments; powers inherent, 
not delegated. 

Attitude of people toward state governments at 
the time of the Revolution. 

The Federal principle: reserve powers of the 
state; state rights until the Civil War. 

The extension of federal authority in war ; is 
the tendency to increase? 
d Delegation by the state governments of powers to 

local units. 
e Legislation; the exact number of senators or assem- 
blymen is not so important for the young citizen 
to know^ as the underlying principles for good 
government, 
(i) Direct legislation: initiative and referendum; 

methods and results. 
(2) Legislation through representatives. 

Organization of the legislature; methods 
of apportioning and electing members ; the 
bicameral vs. the unicameral system ; officers 
of the legislative chambers; committees; 
methods of procedure; annual vs. biennial 
sessions ; freedom of debate ; the governor's 
message ; the party pledges ; the initiation of 
bills; methods of drafting bills; committee 
hearings and reports ; safeguards in the con- 
stitution and the rules ; the governor's veto ; 
the test before the courts ; power of the 
courts over legislation under our system ; 
defects in the system ; lack of responsible 
leadership (compare English prime minis- 
ter) ; lack of efficient drafting methods ; log- 
rolling and lobbying; excessive number of 
statutes; special and local legislation; temp- 
tation to young and inexperienced members 
of the legislature. 



SYLLABUS IN HISTORY 201 

/ Suggested remedies: well-guarded possibilities of 
direct legislation; leadership by the governor and 
his officers; a larger amount of popular interest 
and a keener sense of the citizen's responsibilities ; 
proportional representation; an efficient system of 
bill drafting. 
The teacher should take time to make clear the idea of law as the 
basis of social order using for illustration the rules of the school, 
and if they are available the rules enacted by the pupils' self-gov- 
ernment organization or the athletic association. It is improbable 
that all teachers will be able to convey to pupils an adequate idea of 
the relation of law to peace, justice and contentment; even those 
teachers who have the idea clear in their own minds may not be 
able to convey it because of the immaturity of the pupils. But 
without a fair conception of law, a study of government is an 
aimless and a formless confusion. 

Compare with the English House of Commons and the English 
cabinet when possible. 

g Problems of state administration. 

(i) The preservation of peace and order, the 
police and the militia. 

(2) The protection of property and persons. 

(3) The preservation of health. 

I Each of the main functions, the efficient performance of which 
constitutes the problem of the ministrant side of government, is 
studied by the class as fully as the time available permits ; and 
time is saved from the discussion of machinery and organization 
for much fuller discussion of these functions than has heretofore 
been the custom. Not a few teachers find it advisable to present at 
this point in one meeting of the class an outline of the organization 
of the federal administration, and then in the discussion of each of 
the functions taken up bring' into the discussion the part played by 
the federal government as well as that by the state and the local unit 
in which the school is situated. The class takes up each function 
with the notion clearly in mind that here is a great social problem 
(the preservation of health, the education of citizens, the care of 
dependent and delinquent classes) and proceeds to study the present 
available methods for its solution, incidentally learning something 
of the difficulties in the way of the organization of public activities, 
the selection of officials and the securing of public support for 
efficient servants who are not also efficient politicians. 



202 THE UNIVERSITY OF THE STATE OF NEW YORK 

2 It is of course impossible for all of any class to study all the 
functions of government thoroughly, and it is unnecessary that this 
be done. The object sought is not information about these func- 
tions, but a conception of the way the government works — a vital 
grasp of the thing from an observation of its detail. One small 
group of pupils in a class takes up the organization for the care of 
health, and reports on this to the class. They study what is done 
by the local board of health, the powers of the board, its relation to 
the state board, the relation of both to federal organs such as the 
Public Health Service of the Treasury Department. They know 
something of pure food activities of the Department of Agriculture, 
and of the State; the quarantine laws; and the like. They thus 
grasp as fully as children of their age can, the complicated system 
of health administration and form some idea of the pernicious 
influence of that type of politician who thinks any faithful hench- 
man is suitable for a job in the health department. It is advisable 
to specialize a part of this work when possible by the discussion of 
some epidemic or nuisance with which the pupils are acquainted in 
their home lives. 

(4) Education. 

(5) Conservation and development of public re- 

sources, including agriculture. 

(6) Public works, roads and buildings. 

(7) Art and esthetic development. 

(8) City planning and the development of the city 

and country for future generations. 

(9) Charities and correction. 
h Defects in our system. 

(i) Failure of citizens to go to the polls. 

(2) The spoils system still surviving in the civil 

service. 

(3) The long ballot which makes intelligent elec- 

tion impossible. 

(4) The popular indifference to efficiency in public 

and private affairs. 

(5) Public ignorance of the nature of the work of 

government and therefore inability to judge 
the nature of the public service required. 

(6) Tendency of the federal government to en- 

croach on the powers of the states. 



SYLLABUS IN HISTORY 203 

Another group of the same class may study and report on the 
educational function. There is no more illuminating subject for 
our general purpose. The cost of the schools as represented in the 
city, the state and the federal budgets ; the powers of the local 
boards ; of the State Commissioner of Education ; the service ren- 
dered by the federal bureau, with its splendid system of collecting 
and distributing information. The overlapping of functions and 
the resulting waste of energy when various units proceed to the 
collecting of information on the same subjects, here appear. Under 
the growing activities of the schools, such' as school lunch rooms, 
playground equipment, etc., there is introduced an elementary dis- 
cussion of the problems of public versus private control. (The 
public educational institutions are contrasted with the private ones. 
Lunch rooms conducted by the school are contrasted with lunch 
rooms to which pupils might go in the vicinity which are conducted 
by private persons. Paternalism is explained to some extent in the 
discussion of the compulsory education law, and the requirements 
that the health of the pupils be cared for. Hear the group on this 
subject with the group studying health, and some interesting discus- 
sion generally results.) 

i State and local courts: the system of appeals makes 

these virtually one system ; they certainly should 

somewhere be shown on a chart. 

(i) Organisation of the courts. 

(a) The system and basis of graded 

courts: minor courts, county courts, 
state courts, special courts — probate, 
claims, juvenile etc. 

(b) Officers of the courts; judges; func- 

tion of the judge fully set forth; 
methods of selection; length of term; 
salary; removal; juries; kind of 
juries, their origin and the function 
of each; methods of selection; prose- 
cutors and public defenders ; other 
officers, clerks, recorders etc. ; the bar 
and legal ethics. 

(2) Procedure: criiiiiiial procedure, civil pro- 

cedure. 

(3) Defects in our system: prolonged litigation, 

expensive litigation, complicated and tech- 
nical processes. 



204 THE UNIVERSITY OF THE STATE OF NEW YORK 

(4) Proposed remedies. 

(a) A higher type of judge, by appointment 
instead of election; by a public opin- 
ion demanding a better type of judge. 
{h) Simplification of our rules of practice, 
(c) A more intelligent system of legislation 
which may produce laws that are 
intelligible. 

Pupils should visit a court room when possible. If this is not 
possible, the teacher should make plain to them in outline under 
a and h, such elements as the complaints, the answer, the charge 
to the jury and the like. A well-conducted mock trial is found to 
be useful for this. Attention will be centered on these steps as 
parts of an effort to secure justice; not as a part of a formidable 
and elaborate system to be mastered in all its details. 

j The execution of the law and the administration of 
public affairs. 
(i) The machinery of administration} 

(a) For the state as a whole: The gov- 
ernor; method of nomination and 
election" ; party machinery ; party 
activity ; ballots and ballot laws ; 
primary system ; other state officials 
and their selection ; the short ballot 
system ; the permanent civil service ; 
the difference between policy deter- 



^As far as is practicable, the information under (i) is graphically present 
in charts. No more time is given in class to recitation about machinery than 
is necessary to stimulate the pupil to remember the important facts. Gen- 
erally the interest of the work conducted as this outline indicates is sufficient 
to accomplish this purpose. It is particularly important for the success of 
the work that the teacher feel obliged to teach only the facts that he knows, 
and he should know them so well as not to have to refer to his text. He 
should be content to teach the government of the local unit and state in 
which his school is situated; and if he does not know the organization of 
these he should make an earnest effort during some summer vacation to 
learn them thoroughly. He should not hesitate to say frankly that he does 
not know all about the complicated mechanism of government, but is willing 
to help the pupils to learn as much of it as they wish to learn. He will of 
course avail himself of the help to be got from the published reports of 
public officials of his locality and state. Many helpful pictures may be 
obtained and some lantern slides are available for an occasional illustrated 
lecture. 

^ Here is presented the organization of political parties in the state under 
consideration, with the relation of this organization to the national parties. 
The methods of nominating and electing public servants may here be made 
clear. 



i SYLLABUS IN HISTORY 205 

mining officials and civil servants; 
some idea of the history of the 
merit system ; the difficulties placed 
in the way of the system by the 
defects of human nature; boards, 
commissions, and general confusion. 

(b) For the county: The officers and their 

selection. 

(c) For the town: The officers and their 

selection. 

(d) For the city: Under the old system; 

the commission plan of mayor and 
council ; the city manager plan. 
3 The federal government. 

a Tendency toward centralisation (see above). 

b Our system of separation of powers as opposed to 

responsible leadership in other countries, 
c See outline on " Democracy " for 
(i) Origin of the constitution. 

(2) Its central principles. 

(3) The three great compromises. 

(4) The bill of rights. 

(5) The unique functions of the Supreme Court. 

(6) The adoption of liberal interpretations. 
d Federal legislation. 

(i) Evolution of the federal constitution, under 
public opinion {the unzvritten constitution). 

(2) Evolution of the constitution under judicial 

interpretation. 

(3) Probable future development of the constitu- 

tion. 

(4) Federal statutes. 

Reviezv organization of the legislative pro- 
cess as outlined under " State Government." 
Powers of Congress under the Constitu- 
tion.^ 

Rapid grozvil:. of these pozvers through 
custom and judicial decision. 



1 The preamble and an outline of the constitution is to be learned. The 
constitution itself is not to be memorized but carefully studied. Studying 
many books about a constitution which is not read is a common practice, 
but one that can not be defended. 



206 THE UXIVERSITY OF THE STATE OF NEW YORK 

Tlic present tendency of development. 
The basis of argument for local self-govern- 
ment as opposed to centralisation in legisla- 
tion. 
e Federal courts. 

(i) Origin and growth of the Federal courts. 

(a) Jay's attitude toward their functions. 
(&) Marshall and his work. 
(c) Popular confidence in the federal 
courts. 

(2) Rcviezv the organization and procedure of the 

judiciary as outlined under state govern- 
ment. 

(3) Relation of the federal to the state courts as 

regards authority and fields of activity. 
Illustrate zvith one or two examples of 
conflict. 

(4) Compare the federal judges with those of the 

states as regards reputation and efficiency; 
and explain the advantages held by the 
federal judges, 
f Federal administration. 

Review the discussion of the state adminis- 
tration substituting the President for the 
Governor. 
(i) Currency and banking. 

(a) A medium of exchange. 
{b) A means of securing an elastic cur- 
rency, 
(c) Government supervision. 
{d) The national bank act. 
{e) The federal reserve. 

(2) TJic army and navy. 

(3) TJie postal service. 

(4) Promotion of commerce and industry. 

(5) Government of dependencies. 

Review the administration of territories by 
our government since the ordinance of 1787. 

The American colonial policy is altruistic, 
not one of exploitation. 



SYLLABUS IN HISTORY 20/ 

Discuss the holding of dependencies in the 
light of the principles of the Declaration of 
Independence. 
(6) International affairs. 

(a) The President and the Secretary of 

State. 

(b) The diplomatic system: its purpose, 

its origin and growth, its relation to 
spoils and patronage, methods of 
improving the diplomatic personnel ; 
the consular system : its purpose, its 
personnel and present weakness, the 
need of the merit system in this 
service. 

(c) Our foreign policy: entangling alli- 

ances ; the Monroe Doctrine ; Pan- 
Americanism ; the open-door in the 
East; our best ideals of treating 
weaker nations ; international arbi- 
tration ; the idea of a federation of 
the world for international law, a 
court to interpret it, and sufficient 
force to have the court's awards 
respected. 
g Recent expansion of federal powers, including our 
government during the world war. 
VII American ideals. 

A subtle matter this, for it is not a question of just what we have been, 
nor yet of just what we have done. It is a question rather of what in our 
more earnest moments, we have honestly imagined ourselves to be, or per- 
haps better still, of what we have believed that we should strive for. 

Introduction. There are several . reasons for presenting this 
topic. 

1 To furnish a summary of the more important American 

political, economic and social ideals. 

2 To test the ability of the pupil to trace the influence of 

these ideals in American history. 

3 To get from the pupil an expression of opinion as to 

which, if any, of the ideals here set down are (l) 
unworthy; (2) losing their influence; (3) in process 
of formation; (4) peculiarly American. 



208 THE UNIVERSITY OF THE STATE OF NEW YORK 

4 To have the pupil point out any conspicuous examples — 

national, state or local — where the people have failed 
to live up to their ideals ; also to suggest ideals that may 
have been omitted. 

5 To furnish the young citizen with a standard of citizen- 

ship which may prove a valuable guide in the per- 
formance of his political and civic duties. 
A General ideals — fundamental; political and social. 

1 "All men are created equal." 

2 The right of the individual to life, liberty and the pursuit 

of happiness. 

3 Governments " derive their just powers from the consent 

of the governed"; "government of the people, by the 
people, for the people." 

4 The right of the people to alter or abolish their govern- 

ment and to institute a new government. 

5 No taxation without representation. 

6 Free speech. 

7 Freedom of the press. 

8 Freedom of religion. 

9 Right of the people peaceably to assemble and to petition 

the government for a redress of grievances. 

10 The right of a person accused of crime to a speedy and 

public trial by jury; to be informed of the nature and 
cause of the accusation, and to be confronted by the 
witnesses against him. 

11 The right to the writ of habeas corpus. 

12 The individual not to be twice put in jeopardy of life or 

limb for the same offence; no ex post facto laws; no 
bills of attainder. 

13 The right to private property. 

14 The sacredness of contract obligations. 
B Political 

I Foreign — national. 

a Liberty and independence ; freedom from submission 

to any outside power. 
h No entangling alliances. 
c Freedom of the seas. 
d The Monroe Doctrine. 
e No secret treaties. 
/ Justice toward all nations, the weak as well the 

strong. 



SYLLABUS IN HISTORY 2O9 

g Respect for treaty obligations. 

h Respect for international law, both in peace and in 
war. 

i Peace so long as it can be maintained with justice 
and honor. 

; Championship of oppressed peoples. 

k Respect for the opinions of others. 

/ A liberal immigration and naturalization policy. 

m Arbitration of international disputes. 

11 Right makes might. 

o Protection of the American citizen in his rights the 
world over. 

p No wars for conquest. 

q Just and friendly trade relations. 

r Democratic home rule in our colonies. 

.? Extension of the arbitration idea among the nations 
of the earth, with a view to the forming of a 
public opinion for the preservation of peace 
and the development and enforcement of inter- 
national law. 
2 Domestic — national. 

a A sound money system and the maintenance of a 
high standard of national credit. 

b An efficient postal system for the convenience and 
enlightenment of all the people. 

c The promotion of science and the useful arts. 

d Subordination of the military to the civil authority; 
no large standing army. 

e Military service in war in accordance with the prin- 
ciple of the " selective draft." 

/ No titles of nobility or class distinctions. 

g Government by public opinion ; the rule of the 
majority; universal citizen suffrage. 

h The party system of government. 

i Loyalty and patriotism as the cornerstone of our 
Republic. 

y Domestic tranquillity. 

k Public office a public trust; the public official the 
servant of the people; nonpartisan administration 
of the civil service. 



210 THE UNIVERSITY OF THE STATE OF NEW YORK 

/ The powers of government divided into three co- 
ordinate branches — law-making, law-judging, 
law-enforcing; a "government of checks and 
balances." 
3 Domestic — Union. (Ideals embodied in the relations 
existing between the several states and the federal 
union.) 

c A divided sovereignty — certain sovereign powers 
delegated by the several states to the federal gov- 
ernment ; all other sovereign powers retained by 
the states. 

b The policy — particularly with reference to terri- 
tory lying contiguous to the Union — of erecting 
colonies into statehood. 

c The perpetuation of democracy — the guaranty by 
the federal government of a republican form of 
government to every state in the Union. 

d The equality of the several states ; " full faith and 
credit shall be given in each state to the public 
acts, records and judicial proceedings of every 
other state " ; the Senate of the United States 
shall be composed of two Senators from each 
state ; " No preference shall be given by any regu- 
lation of commerce or revenue to the ports of one 
over those of another." (An example of the 
recognition of the rights of small states.) 

e Such a division of powers between the federal gov- 
ernment on the one hand and the several states 
on the other, as to leave both the national govern- 
ment and the state sovereign in its particular field, 
thus cultivating a double patriotism. 

/ Competitive progress in political and civic affairs by 
leaving each state — though a member of the 
Union — yet supreme in its own field, with free- 
dom to work out in its own laboratory experiments 
in political, social and economic science for its 
own benefit and for an incentive to progress to its 
sister states. 

g Equality of citizenship: "The citizens of each state 
shall be entitled to all privileges and immunities 
of citizens in the several states." 



SYLLABUS IN HISTORY 211 

h The supremacy of the constitution and all laws and 
treaties made under its authority ; " anything in 
the constitution or laws of any state to the con- 
- • trary notwithstanding." 

i The indissohibility of the Union ; " liberty and union^ 
now and forever, one and inseparable." 

j Freedom of interstate trade. 
4 Domestic — state and local. 

a All political powers, except those delegated to the 
Union, reside in the states. 

b Keeping government close to the people ; the dis- 
tribution of powers to manage local affairs among 
the subordinate local units — county, city, town- 
. . . ship, village, school district ; municipal " home 

rule." 

c Nonpartisan government of the local units. 

d Universal citizen suffrage. 

e The secret ballot in all elections ; honesty and fair 
play in politics. 

/ An organized state militia. 

g Reform in state and city government; the punish- 
ment of graft. 

h Efficiency and honesty in government through the 
fixing of official responsibility. 

i Government regulation of trusts and monopolies. 

y Government of checks and balances. 
C Economic. 

1 Recognition of the institution of property; right of the 

individual to acquire and hold property; right of the 
political unit to hold property. 

2 Property not to be taken away without just compensa- 

tion. 

3 That all property should bear its just share of the ex- 

penses of government: taxes on real estate, personal 
property, inheritances, and incomes. 

4 The encouragement of thrift. 

5 The encouragement of small private holdings in land. 

6 General welfare as the economic goal ; a fair distribution 

of the social income according to individual worth. 

7 Government regulation of public utilities. 

8 Large scale production. 



212 THE UNIVERSITY OF THE STATE OF NEW YORK 

9 A high standard of Hving. 

ID Recognition of the worth and dignity of labor. 
II Conservation of natural resources. 
D Social; educational; religious. 

1 The proper care of unfortunates and defectives. 

2 The emphasis on service rather than on riches or pleasure. 

3 The practice of the Golden Rule. 

4 Recognition that public property is. to be used for the 

good of society. 

5 Cooperation for the social welfare. 

6 The greatest good to the greatest number. 
E Social — educational. 

1 Universal, free, compulsory elementary education. 

2 Free secondary education for all who may avail them- 

selves of its advantages. 

3 The same educational opportunities open to both sexes. 

4 In general, the same educational opportunities open to all 

citizens, from the kindergarten through the university. 

5 Special training for teachers. 

6 Separate schools with specially trained teachers for all 

defective classes. 

7 Night schools and continuation schools for the educa- 

tion and assimilation of immigrants and for all whose 
earlier education has been for any cause neglected. 

8 General recognition and application of the principle that 

the safety and perpetuity of our democracy rests upon 
the education of all its citizens. 
F Social — religious. 

1 The right of every individual to his own religious opin- 

ions and beliefs. 

2 The separation of church and state. 

3 Recognition of the importance of religious education 

through the agency of church organizations in the 
development of the individual and in the progress and 
stabilitv of the state. 



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